UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - VNU

FOREIGN LANGUAGE SPECIALIZED SCHOOL

FAST-TRACK PROGRAMME 2021-2022

GRADE 11 – TERM 2
DEBATE AND CRITICAL THINKING 2 SYLLABUS
I. OVERVIEW
1. Title: Debate and Critical Thinking 2
2. Students: 25-30 students
3. Duration: 18 weeks = 26 periods (45 minutes / a period)
4. Objectives:
The purpose of this course is to improve their debate skills through classroom training, practice, and competition.  Students will be
able to learn debate concepts within a classroom setting and then apply those concepts in tournament competition throughout the
semester.  Students will have to do original research to complete their assignments.

By the end of the course, students will be able to:

 
● develop efficient research skills through effective use of library and computer facilities by finding evidence on the resolution
● demonstrate an understanding of both affirmative and negative speaker duties
● make sound arguments using logic and reasoning
● refute opposing arguments through the use of evidence, logic, and reasoning
● cut evidence efficiently and organize the evidence into briefs
● keep a neat, organized and accurate flow sheet that can be utilized during debate rounds
● demonstrate organization and signposting skills while speaking
● adapt delivery style after observing and analyzing judges
● demonstrate knowledge of various debate theories by utilizing those theories and appropriate terminology in debate rounds
● develop a working knowledge of the topic and the associate sub-areas within the resolution
● keep a neat and organized set of files containing evidence on the debate topic
● keep an open mind when exploring new issues and arguments in order to better understand those issues and arguments
● develop communication skills which emphasize fluency and persuasion
● listen critically and effectively to opposing arguments
● think critically and strategically about argumentation
1
5. Required Texts and Materials
Course book:
Fedrizzi, M. & Ellis, R. (2011). Debate. Cengage Learning (Chapter 5-6-7)
Reference list:
1. Freeley, A.J. & Steinberg, D.L. (2011). Argumentation and Debate 12th ed. Cengage Learning
2. Newman, D. & Woolgar, B. (2014). Pros and Cons – A Debater’s Handbook 19th Ed. Routledge
3. Seyler, D.U. (2012). Read, Reason, Write. Mc Graw Hill.

Recommended Mandatory videos:

https://youtu.be/9xU61AHg1LU (Introduction to policy (CX) debate),
https://youtu.be/TvhNvumnZ1U (example of a CX debate),
https://youtu.be/ilBGwvAP-Hk (cross examination in CX debating)

II. SCHEDULE
Week Periods Content Materials Note

2 ORIENTATION
20
- Introduction to syllabus and forms of
(18/01-23/01) assessment.

2 Chapter 5: Cross-examination Debates: p.126

21
Affirmative case
(25/01-30/01) 5.1. Characteristics of CX Debate

2 5.2. Research and Organization of CX Debate p.133

22

2
(01/02-06/02)

Tet holiday
08/02-20/2

2 5.3. Build the Affirmative Case p.1 p.139

23
Chapter in Review
(22/02-27/2)

2 Chapter 6: Cross-examination Debates: p.152

24
Negative arguments
(01/3-06/3) 6.1. Use the Defensive negative arguments

2 6.2. Use offensive negative arguments p.159

25

(08/3-13/3)

2 6.3. Use the Kritik p.60-68

26
Chapter in Review p.69-70
(15/3-20/3)

Chapter 7: Cross-examination Debate:

27
The competition
(22/3-27/3)
7.1. Who does What When

3
 2 7.2. Presentation Skills and Styles p. 184
28

(29/3-03/4)

2 7.3. Debate Judging p.190

29
Chapter in Review
(05/4-10/4) Preparation for Group Debate

2 Group debate 1
30
Feedback
(12/4-17/4)

2 Group debate 2
31
Feedback
(19/4-24/4)

2 Group debate 3
32
Feedback
(26/4-01/5)

FINAL EXAMINATION - CLASS OFF

33

(03/5-08/5)

2 Reflection
34

4
 (10/5-15/5)

2 Course evaluation
35

(17/5-22/5)

2 Back-up
36

(24/5-29/5)

III. ASSESSMENT
There are two forms of assessment
1. Participation – In-class Discussions and Activities
Teachers check Ss’ attendance in all lessons; check Ss’ reading assignments; evaluate Ss’ participation and contribution to the
discussions and activities in class. This is a continuous assessment, which is supposed to be done in every lesson.
2. Debates
Students’ preparation and performance in Debates is assessed according to specific criteria.
Marking criteria are presented in the In-class Debate Guidelines.

IV. Course policies 

Attendance: Attendance is mandatory. For the third and each subsequent unexcused absence, the final average will be lowered by
1 point.
Excused absences: Students must inform teachers in advance about their absences with reasonable excuses.
Submission of Assignments: Late submission of assignment or poor contribution to group work can affect students’ grade
Late Arrivals: For students who arrive late to class, it will be noted, unless there are reasonable grounds.
Leaving the classroom: Students must ask to leave the classroom each time they go out.
Finishing the class: Students must only exit the classroom when the teacher says.
Gaming: Gaming is not permitted while the lesson is in duration.
Note Taking: Notebooks are required every lesson in order to make notes while the teacher is talking.
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APPENDIX A- DEBATE MARKING RUBRICS
Criteria Mastery (9-10)
- Extremely thorough,
Prepared well-organized
Speeches presentation of arguments
and evidence
- Opening statement
engages the interest of
audience; closing
statement leaves no
unanswered issues and
resonates with the
audience
- Responds to issues
Rebuttals & raised by opponents with
Cross concise, accurate, logical
Examination answers
- Effectively challenges
the arguments made by
opponents with argument
and evidence
-Demonstrates a
sophisticated
Effective understanding of the
use of issues, events and facts
evidence / relevant to the topic
content -Demonstrates thorough
knowledge and accurate
understanding of details as
well as the ability to make
original connections and
Above Standard (7-8) Standard (5-6) Approaches Standard(3-4)
- Well-organized and -Organized and
complete presentation generally complete
of arguments and presentation of
evidence arguments and
- Opening statement evidence
successfully frames the - Opening statement
issues; closing outlines or lists
statement summarizes arguments and
many arguments made evidence but does not
in the debate generate interest;
closing statement does
not reflect remarks
made during debate.
- Responds to issues - Responds to most of
raised by opponents the issues raised by
with accurate and opponents with
generally concise generally accurate
answers answers
- Challenges the - Offers arguments,
arguments made by but no evidence, to
opponents; challenges counter the arguments
are generally effective made by opponents
- Demonstrates a -Demonstrates a basic
sophisticated and accurate
understanding of the understanding of the
issues, events and facts issues, events and facts
relevant to the topic relevant to the topic.
-Demonstrates -Demonstrates the
thorough and accurate ability to make basic
understanding of details connections between
as well as the ability to facts and concepts
make original
Below Standard (1-2)
-Somewhat organized
presentation of
arguments and evidence
-Opening statement
minimally outlines
arguments; closing
argument briefly restates
the ideas offered in the
opening statement
-Seems to be caught
off-guard by opponents;
offers tentative,
somewhat accurate, but
possibly vague or illogical
responses
-Attempts to challenge
arguments of opponents
-Demonstrates a
generally accurate
understanding of
relevant issues, events
and facts, but may
exhibit minor confusion
or misunderstandings
seem to understand
general ideas, but do not
support their ideas with
-Arguments are
unorganized,
incomplete, or
completely lacking in
evidence
-Opening statement
and closing statements
do little more than
state the position of
the team
-Is unable to respond
to issues raised by
opponents in a
meaningful or accurate
way
-Demonstrates an
inadequate
understanding of the
history content
relevant to the topic
-Supports
statements with vague
or irrelevant
information, or no
information at all
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 interpretations
Individual work in
Document electronic debate folder is
Preparation thoroughly completed &
labeled:
Paired outline & 2
speeches
- Uses language that is
Language stylistically sophisticated
Use and appropriate for the
debate
- Uses persuasive devices
to enhance the argument
Exhibits confidence,
Performanc energy, and passion in the
e course of the debate
- Maintains respectful
tone
- Accesses preparation
materials with ease
- Uses ‘Points of
Information’
connections and
interpretations
Individual work in
electronic debate folder
is mostly complete, but
1 item may be
incomplete
- Uses language that is
appropriate to the
debate
- Uses persuasive
devices to add interest
- Exhibits confidence and
energy in the course of the
debate
-Maintains respectful tone
- Uses preparation
materials effectively
relevant facts; OR, seem
to understand facts but
are unable to connect
them into coherent
arguments
Individual work in Individual work in There is no clear
electronic debate folder electronic debate folder individual work in
is somewhat complete, is very incomplete electronic debate
but 2 items may be folder
incomplete or 1 is
missing
- Uses language that is -Generally uses -Uses colloquial,
appropriate to the language that is overly simplistic
debate appropriate to the language
- Attempts to use debate -Uses language and
persuasive devices to -Uses basic but clear syntax that is unclear
add interest language
- Appears nervous, yet -Lacks confidence -Demonstrates little
somewhat confident, -Maintains respectful or no preparation
before the judge tone -Fails to maintain
- Maintains respectful - Use of preparation respectful tone
tone materials distracts from
- Use of preparation quality of performance
materials does not
distract