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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Course Syllabus (Competency/ Outcome-Based Education: Curriculum Quality Audit)
Discipline English Program Across all programs
Course Code ENG 124 Course Title Argumentation and Debate
Credit Units 3 Duration 3hours/week; 54hours/sem
Program Placement Second Semester Prerequisite None
COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOMES (CD-CILOs/ Outcomes)
Argumentation and Debate is a three-unit course that is designed to offer students the art of argumentation and debate; including familiarization of important concepts, and
the development of logical thinking and persuasive speech and writing skills. This course will focus on practical, productive, and ethical uses of reasoning and oral argument.
Moreover, the content of this course is situated at the intersection between rhetoric and argumentation, and adopts and teaches primarily a rhetorical perspective to argumentation
and debate. The purpose of this course it to also explore argument as a communication activity, constructing sound arguments in a variety of venues and analyzing the contribution
of argument to public dialogue on contemporary issues. The overall goal is to help students recognize, understand and develop civil responsibility through professional and
personal judgments based on applying the principles and techniques of sound argumentation and debate.

At the end of the course, the learners are to:

1. Understand the concepts, philosophy, principles, conventions, strategies, and tactics of argumentation in general, and of debating in particular;
2. Analyze, synthesize, and evaluate spoken and written arguments;
3. Recognize, identify, and respond to fallacious and rhetorical reasonings;
4. Demonstrate an ability to argue both sides of the issue with relevant pieces of evidence;
5. Apply inductive and deductive reasoning;
6. Use conviction and persuasion in reading and writing and
7. Appreciate and apply the values of critical thinking in each academic and practical discourse through participation in actual debate on stage.
Through (4.2.1.1) excellent instruction, relevant and responsive research and/ or extension services, and quality-assured production (4.3.1.1) of a true NOrSUnian with the
core values of SAPPHIRE needed to (4.1.1.1) become dynamic, competitive and globally responsive.
Program Standards/ BGI (Ref 4.3.1.1; 4.2.1.1; 4.1.1.1
DM: Constructive Alignment)
Prepared By: Reviewed By: Approved By: Campuses Administrator

ANSULA; Hazel; MECHELLE M. BALANSAG, MA-Eng. ZENAIDA D, CALUMPANG, |Ed.D. RECTO S. REYES, D.B.A.
Chair, Department of English and Literature OIC-Dean, College of Arts and Sciences Effective Date:__________________

Code#: Revision#:___ Date Reviewed:______ Date Approved:________________

___Standard___Law___Regulation
_ __ _ U NC ONTR OLLED ____C O N T R O L L E D

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

2. COURSE CONTENT AND STRUCTURE (CCS/ Content)
Outcomes-Based Teaching-Learning (OBLT) Outcomes-Based Assessment (OBA)
Duration Content/ Intended Learning Outcomes Teaching and Resource Type Tool/
Topic (ILO) Learning Activity (Instructional Material/ (Ref DM: Written Instrument CILO BGI
(TLA) Reading) Work/ Performance
Task/ Major Exam)
1 NOrSU Pre-liminaries A- Respond by providing a written Group discussion Powerpoint of slides Written output 4.3.1.1
Institutional Intended interpretation of NOrSUnian (4.3.1.1) core on NOrSU VM,
Learning Outcomes values of SAPPHIRE (Spirituality, PILOs, and CILOs
(IILOs) as Accountability, Professionalism, Patriotism,
√ VM/ Grad Harmony, Integrity, Respect, Excellence) in
Attributes this course
√ Cmps/Col/ Sch Goals
cascaded to S- Create an illustration emphasizing the Group creation of Performance Rubric for 4.2.1.1
Program contents of the course with NOrSU mission illustration in poster Task (Group) Poster
Intended Learning of (4.2.1.1) excellent instruction, relevant and
Outcomes (PILO) responsive research and extension services,
cascaded to and quality-assured product
Course
Intended K- Contextualize a position essay of the Group written essay Written essay Rubric for 4.1.1.1
Learning above concepts of (4.1.1.1) to become a (Group Essay
Outcomes dynamic, competitive and globally responsive
(CILOs) student within the context of this course

2 What is Argumentation A- Appreciate argumentation and debate as Video Clip group Audio and/or cideo clips Group Written Rubric for
and Debate? an academic endeavor. written Interpretation of various media (e.g. interpretation written

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

TV cmmercials, movies, interpretation
A. Argumentation and S- Convey ideas through oral and visual newscasts, etc.)
debate interpretations on difference between Video Clip group Texts from ne 3 min oral Rubric for 4.1.1.1
B. Conviction and Argumentation and Debate, Conviction and oral Interpretation wspapers, magazines, presentation oral
persuasion Persuasion, and Argumentation in Human journals interpretation
C. Argumentation in relations Turkle, S. (2012). Flight
human relations - distinguish argumentation from that of Lecture and class from Conversation. 4.2.1.1
debate discussion on Retrieved from
definition of http://jay.law.ou.edu/fac
K- Describe the nature, elements and Argumentation and ulty/Jmaute/Lawyering_
21st_Century/Spring
functions of Argumentation in Human Debate, Conviction
%202012%20files/TheF
relations and Persuasion and lightfromConversation.p
Argumentation in df
Human relations
TED Talk Video:
“Connected but alone”
from
https://www.youtube.co
m/watch?
v=t7Xr3AsBEK4
TED Talk Video: “How
social media can make
history from
https://www.youtube.co
m/watch?
v=ASZJE15E0SY
TED Talk Video:
“Wiring a web for global
good” from
https://www.youtube.co
m/watch?
v=y7rrJAC84FA
3 The proposition A- Adopt awareness and sensitivity on the Comparative text Little Red Riding Hood: Worksheet: Rubric for 4.1.1.1
characteristics of propositions good for analysis Traditional and comparative text worksheet
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QuAmC Form 26. NOrSU COBE-CQA Syllabus

A. The subject of a debate Politically Appropriate analysis
proposition Written and Audio
B. Classes of S- Present information, findings, and Texts (e.g. TV
propositions supporting evidence clearly, concisely, and commercials, movies,
C. Forms of the logically such that listeners can follow the newscasts, etc.)
Watch TedTalk: “Pop
proposition line of reasoning and the organization, and Role-playing (3- 2-minute role- Rubric for 4.3.1.1
culture in the Arab
D. Characteristics of a style are appropriate to purpose, audience, member group) world” playing role-playing
proposition and task. Biber, D. & Conrad, S.
(2009). Register,
K- Determine the different classes and forms Group discussion genre, and style. Synthesis of Rubric for 4.2.1.1
of proposition and reactions on Cambridge: discussion synthesis
certain texts based Cambridge University
on culturally Press
appropriate terms,
expressions, and
images
4 Critical Thinking A- Adopt awareness of audience and context See:
A. Individual Decision in presenting ideas http://www.wvseniorser
B. Group Decision S- Convey ideas through oral, audio-visual, Problem-solving with vices.gov/LinkClick.asp Demonstrate Rubric for 4.1.1.1
C. Persuasion and/or web-based presentations for different various audiences x?fileticket=POG problem-solving problem-
D. Propaganda target audiences in local and global settings and contexts in mind %2FM4ZUF5w solving
%3D&tabid=92
E. Coercion using appropriate registers demonstration
Authentic texts from
F. Ethical Decision various media (text,
Making K- Evaluate multimodal texts critically to Text analysis (i.e. email, social media Worksheet Item-scoring 4.2.1.1
enhance receptive (listening, reading, focusing on messages; newspaper,
viewing) skills message, purpose, magazine, and journal
medium, audience, articles; print and
and other ways of electronic media)
presenting the See:
message) https://atlantablackstar.
com/2013/11/19/9-
racist-ads-commercials-

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

that-promote-negative-
images-of-black-
people/3/
5 Applied and Academic A- Adopt awareness of audience and context Watch from youtube:
Debate in presenting ideas “The world’s worst
S- Convey ideas through oral, audio-visual, Designing a research presentation” Personality Rubric for 4.1.1.1
A. Applied Debate and/or web-based presentations for different personality profile Holmes, D. (2005). profile film personality
B. Academic Debate target audiences in local and global settings film Communication profile film
theory: Media,
C. Ethical standards for using appropriate registers
technology and
Debate K- Evaluate multimodal texts critically to society. London: 4.2.1.1
enhance receptive (listening, reading, Sage Publications.
viewing) skills See:
http://https://creatingmu
ltimodaltexts.com/
6-7 The Burden of Proof A- Adopt awareness of audience and context Extemporaneous See: Extemporaneous Rubrics for 4.3.1.1
and Presumptions in presenting ideas Speaking on pre- http://www.georesource Speech Extemporane 4.1.1.1
S- Convey ideas through oral, audio-visual, determined topics .co.uk/uploads/1/6/4/5/1 ous Speech
A. The burden of proof and/or web-based presentations for different 6458568/cyw_29_desig
B. The presumptions target audiences in local and global settings Designing n_effectively.pdf Campaign Rubrics for
See:
1. Theory of using appropriate registers communication Materials campaign
http://orangesquare.co
presumptions Create clear, coherent and effective materials (e.g. m/wp- materials 4.2.1.1
2. Classes of communication materials leaflets, slogans, content/uploads/2017/0
presumptions Present ideas persuasively using poster-ads) as 7/patrt3_communicatin
appropriate language registers campaign materials g_to_parents_about_qri
C. The Theory of K- Select multimodal texts critically to s.pdf
Issues enhance receptive (listening, reading, Analyzing rhetorical Speech: 2016 Critique Item-scoring
1. Definition of issues viewing) skills speeches for Commitment Speech of
2. Issues in general Evaluate persuasive texts to enhance familiarity of Gina Lopez to the
argumentation productive (writing and speaking) and language and other International Climate
3. Duties of the receptive (listening, reading) skills discourse Change Movement
affirmative and the techniques of
negative persuasion

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

4. Issues and partition
8 Evidence A- Adopt awareness of audience and context Igoy, J. M., Saymo, A.
in presenting ideas S., & Esperon, R. M.
A. Definition of S- Create clear, coherent and effective (2004). Technical 4.1.1.1
evidence communication materials writing and reporting.
B. Evidence and proof Constructing Bulacan, Phils: Letters Rubrics for
Trinitas Publishing,
C. Sources of evidence application and letters
Inc.
D. Witnesses request letters, Watch: “Giving
E. Classes of evidence memos, and presentations worth
F. Other terms used in Present ideas persuasively using curriculum vitae listening to”: Gordon 4.3.1.1
law appropriate language registers Kangas at TEDx Talks
G. Tests of evidence See:
https://www.vuu.edu/Up
K- Evaluate persuasive texts to enhance Comparing different loads/files/SampleMeeti Worksheet: Item-scoring 4.2.1.1
productive (writing and speaking) and communication ngMinutes.pdf Comparison of
receptive (listening, reading) skills materials (i.e. See: different
structure, purpose, http://tawanmandi.org.a communication
f/knowledge-
intended audience) materials
portal/Media/Workplace
in various _communication_chapt
workplaces (e.g. er_in_communications.
minutes, memos, pdf
requests, etc. in Dainton, M. & Zelley, E.
business, legal and (2015). Applying
government offices, communication
healthcare, etc.) theory for
professional life: A
practical introduction
(3rd ed.). Sage
Publications.
Searles, G. (2014).
Workplace
communication: The
basics (6th ed).

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Boston: Allyn &
Bacon.
9 Mid-Term Examination

10 Structure and Types of A- Adopt awareness of audience and context Writing a technical Bullock, R. & Goggin, Technical paper Rubrics for: 4.1.1.1
Reasoning in presenting ideas paper M. (2013). The and presentation- 1) technical
S- Write and present academic papers using Defending the Norton field guide to defense paper; and
A. Classical Structures appropriate tone, style, conventions and technical paper writing (3rd ed). W. W. 2) paper
B. Elements of reference styles Norton and presentation-
Company.
Arguments Convey ideas through oral, audio-visual, defense
See:
C. Degrees of Cogency and/or web-based presentations for different https://english28- 4.3.1.1
D. Tests of Reasoning target audiences in local and global settings payte.weebly.com/uplo
and their uses using appropriate registers ads/3/8/2/9/38294063/n
otonfieldguide2.pdf
K- Summarize the principles and structure of Evaluating a See: 4.2.1.1
effective academic texts research paper to http://www.4.stat.ncsu.e
construct guidelines du/~reich/st810A/oral.p
for making an df
effective academic See:
text http://pne.people.si.umi
ch.edu/PDF/howtotalk.p
df
Constructing the Outline of Rubric for
outline technical paper outline

Final Project: Rubrics for

Multimodal (print, multimodal
audio, visual, advocacy
web-based) campaign
Advocacy
Campaign

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

addressing
current issues

11 Inductive reasoning

A. Inductive methods
B. Argument from
antecedent probability
C. Argument from
example
12 Deductive reasoning

A. Definition of
syllogism
B. Rules of syllogism
C. Classes of syllogism
D. Modified forms of
syllogism
13 Fallacies

A. Rhetorical fallacies
B. Logical fallacies
14 Building the Affirmative
and Negative Case

A. Objectives of the
Affirmative and
Negative case
B. Propositions of
Policy Affirmative and

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Negative Cases

15-16 Presenting the Case:

Delivery

A. Methods and steps

of good Delivery
B. Non-verbal
Communication and
other considerations

17 Academic Debate
formats and Cross
examination

A. Forms of Debate

18 Final Examination

3. REQUIRED READING MATERIALS AND REFERENCES

Print Freeley, Austin J. and David L. Steinberg. Argumentation and Debate Critical Thinking for Reasoned Decision Making, 12th edition. Wadsworth,
2009.
Johnson, Steven L. Winning Debates A Guide to Debating in the Style of the World Universities Debating Championships. New York: IDebate
Press, 2009.
Moore and Parker, Critical Thinking. Boston: McGraw Hill, 2006.
Africa, Francisco M. The Art of Argumentation and Debate. Dainton, M. & Zelley, E. (2015). Applying communication theory for professional life: A
practical introduction (3rd ed.). Sage Publications.
Holmes, D. (2005). Communication theory: Media, technology and society. London: Sage Publications.
Igoy, J. M., Saymo, A. S., & Esperon, R. M. (2004). Technical writing and reporting. Bulacan, Phils: Trinitas Publishing, Inc.
Searles, G. (2014). Workplace communication: The basics (6 th ed). Boston: Allyn & Bacon.

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Speech: 2016 Commitment Speech of Gina Lopez to the International Climate Change Movement
Little Red Riding Hood: Traditional and Politically Appropriate Online Sources

Non-Print Turkle, S. (2012) http://jay.law.ou.edu/faculty/Jmaute/Lawyering_21st_Century/Spring%202012%20files/TheFlightfromConversation.pdf

TED Talk Video: “Connected but alone” from https://www.youtube.com/watch?v=t7Xr3AsBEK4
TED Talk Video: “How social media can make history from https://www.youtube.com/watch?v=ASZJE15E0SY
TED Talk Video: “Wiring a web for global good” from https://www.youtube.com/watch?v=y7rrJAC84FA
TedTalk: “Pop culture in the Arab world”; “The world’s worst research presentation”;
http://https://creatingmultimodaltexts.com/ “The world’s worst research presentation”
http://www.georesource.co.uk/uploads/1/6/4/5/16458568/cyw_29_design_effectively.pdf
http://orangesquare.com/wp-content/uploads/2017/07/patrt3_communicating_to_parents_about_qris.pdf
https://www.vuu.edu/Uploads/files/SampleMeetingMinutes.pdf
http://tawanmandi.org.af/knowledge-portal/Media/Workplace_communication_chapter_in_communications.pdf
https://english28-payte.weebly.com/uploads/3/8/2/9/38294063/notonfieldguide2.pdf
http://www.4.stat.ncsu.edu/~reich/st810A/oral.pdf
http://pne.people.si.umich.edu/PDF/howtotalk.pdf
4. COURSE REQUIREMENTS AND GRADING SYSTEM
Course Requirements Written Tasks/Outputs; Other oral presentations 30%
Attendance/ projects 20%
PPT of reports 20%
Midterm, and Final Exam 30%
Total 100%
Grading System Grade = Score/HPS*50+50
* Cut-off or required grade in relation to the course/program standard is 75% or above depending on the course of
student.
5. CLASS POLICIES (Specific to the Course)
Pedagogical The course is delivered on a regular 3-hour weekly period through various teaching and learning strategies. Other
Nature and modes of delivery, e.g. facebook webpage, may be used whenever necessary.
Delivery
Attendance, Students are required to observe attendance in the class as monitored in the School Register Form. .Assignments and
Assignment and their submission are to be on time as announced or as scheduled in the class sessions.

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Submission Policies
Uniform and Students are deemed accountable to follow the “Damn Psychology of Clothing” and the “RESPECT the 6 Cs” as
Decorum campaigned in the class through posters.
Academic Honesty All forms of dishonesty as indicated as ideal class rules in the basic and higher education is automatically equivalent to
and Scholarship a failing grade of the academic exercise. Plagiarism is automatic “Failed” in an output.
Special Education Persons with physical/ learning disabilities are requested to see the Professor within the first two weeks of the semester.
Need and DisabilityA doable strategy is designed by both the Professor and student throughout the semester. Have an appointment with
Accommodation the Professor for his/ her consultation time.
Gender and All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive
Development language. The course prohibits discrimination and harassment based upon race, ethnicity, sex (including sexual
Related assault), pregnancy, color, religion, national origin, physical or mental disability, age, marital status, sexual orientation,
Accommodation gender identity, and genetic information. Any student who has concerns about such behavior should the Professor.
ReligiousIn the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or
Accommodation observances. For an exemption, the student may request reasonable accommodations. This request must be in writing,
and the Professor will review the request and this may even seek for assistance from the Dean.
Academic Students may see the Professor in the Faculty Office during her consultation hours or whenever she/he is available for
Mentoring, Coaching consultations, short tutorial sessions, or other important concerns.
and
Consultation
Others Course requirements must be performed or submitted on the schedule agreed in class.
Use of plastic folders/envelopes, styrofoar and other environmentally hazardous materials is discouraged.

6. PROFESSORIAL TEAM FOR THE COURSE

Lead BSEd English, MA English, Associate
Faculty MECHELLE M. BALANSAG Ph. D. Applied Linguistics Faculty
(On-going)
Schedule MWF 8:00 to 9:00; 9:00 to 10:00; 2:00 to3:00; TTh 8:30 to Schedule
10:00; 1:00 to 2:30 CED 2

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

LMS Mechelle.balansag@gmail.com BMI: none LMS

Associate BSEd English, MA English Associate

Faculty HAZEL L. ANSULA (On-going) Faculty
Schedule TTh 5:30 to 7:00 CAS 9 Schedule
LMS hazelansula18@gmail.com BMI: none LMS

Associate Associate
Faculty Faculty
Schedule Schedule
LMS LMS

Associate Associate
Faculty Faculty
Schedule Schedule
LMS LMS

Prepared By: Reviewed By: Approved By: Campuses Administrator

ANSULA; Hazel;
MECHELLE M. BALANSAG, MA-Eng. ANN CORCORDIA F. MIER, DPA RECTO S. REYES, D.B.A.
Chair, Department of English and Literature Dean, College of Arts and Sciences Effective Date:__________________

Code#: Revision#:___ Date Reviewed:______ Date Approved:________________

___Standard___Law___Regulation
_ __ _ U NC ONTR OLLED ____C O N T R O L L E D

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