The Mico University College

Department of Language Literacy and Literature

Semester 1 – 2023/2024

PROGRAMME: Bachelor of Education COURSE CODE: LADS2102

COURSE TITLE: Argumentative Discourse I NO. OF CREDITS: 3
PREREQUISITE(S): Essentials of Communication II NO. CONTACT HRS: 45
LECTURER: Tamika Champagnie

COURSE DESCRIPTION:

This course introduces student teachers to the principles of argumentation and advertising. Students will be fully engaged in such activities as oral presentations, analysis,
evaluation, and construction of the basic forms of argument as well as advertisements. The course accommodates independent and peer processes of learning as facilitators engage
students in discovery-learning tasks that support the grasp and development of critical thinking skills relevant to experiences they encounter in the real world. The proof of skills
gained will be evident through processes of reasoning relevant to individual and group oral presentations as well as case studies. Through engagement in the varying learning
opportunities and from feedback received, the student teachers will have opportunities leading to the evaluation of self and others, development of cognitive abilities, ownership of
new knowledge, and improvement of communicative capabilities.

UNITS: Unit 1: Thinking Critically

Unit 2: Persuasive Appeals and Techniques
Unit 3: Sources of Information
Unit 4: Critical Analysis
 COURSE DELIVERY SCHEDULE

Week Theme/Topic Learning Outcomes Material and Resources Assignments and Assignment
Learning Activities Due Dates

✔ Reflection
1 Thinking Critically Students should be able to

✔ Videos (movie clips and

Course Introduction/Orientation ✔ Rebus Puzzles
● define critical thinking; animations)

✔ Brainstorming

✔ Songs (lamenting social issues

● Critical thinking: Definition and (using word cloud
● describe the process of on Mentimeter)
process in Jamaica)
critical thinking;
✔ Polling
(Zoom/Google
● Key Critical Thinking Sub-Skills: ✔ Chapter 1 of Think: Critical Doc)
● identify characteristics of a
Decision-Making, Problem- Thinking and Logic Skills for
Solving, and Creating critical thinker in given
Everyday Life (2010) ✔ Problem-Solving
scenarios;
Exercises (Advice
Column)
● Characteristics of a Critical ✔ Critical-thinking Self-
● apply concepts of critical ✔ Zoom Breakout
Thinker Assessment Survey Instrument
thinking to their own Room Discussion
experiences.
✔ Oral Presentations
● Applying critical thinking skills in
everyday life.
 2 Thinking Critically Students should be able to
✔ Chapter 1 of Think: Critical ✔ Riddles
Thinking and Logic Skills for
Everyday Life (2010) ✔ Discussion
● Critical Thinking Skills – ● evaluate, analyse,
Synthesising, Analyzing, and synthesise given ✔ Oral Reports (aided
Evaluating information;
✔ Facts/Opinions Worksheet by graphic
organisers)

● Applying critical thinking skills in ● differentiate between facts ✔ Evaluate local

✔ Newspaper Articles
everyday life and opinions appropriately advertisements
in given texts; (Commentaries/Letters to the
Editor, Dear Counsellor) ✔ Online Detective
● Difference between facts and Games
opinions ● apply concepts of critical
✔ Literature extracts (problem- ✔ Online Obstacle
thinking to their own
experiences. based scenes/chapters) Courses

3 and 4 Creating Effective Advertisements Students should be able to

✔ Audio-visual Advertisements ✔ Critical analysis of
(YouTube) advertisements

● Types of Advertisements ● describe the ✔ Mock

features/characteristics of advertisements
✔ Newspaper/Magazine/Television
 effective advertisements; and Radio Advertisements (Audio-Visual)
● Purpose, Audience, and Tone in
Advertising

● detect appropriately
human desires and their ✔ Chapter 7 of Elements of
● Language Techniques: words,
correspondence with the
phrases, names used in advertising Language by Holt, Rinehart and
construction of
Winston (2001)
advertisements;

● Punctuation Marks in
Advertisements
● evaluate proficiently
newspaper, radio, and
● Features/Characteristics of television advertisements;
Effective Advertisements

● create effective
● Advertising Techniques advertisements for original
goods and services;

● critique the correctness of

the language used in
presentations;

● integrate technology and

 graphics effectively in
self-constructed
advertisements;

● use English language to

effectively communicate
persuasive skills; and

● engage in discussions
respectfully in response to
one another’s work.

5 Mid-Semester Break

✔ Newspaper Articles
6 and 7 Persuasive Appeals Students should be able to
✔ Critical Analysis of
● Pathos (Commentaries/Letters to the Articles (letter to
● Logos Editor) the editor, editorial,
● differentiate appropriately commentary etc.)
● Ethos among the three persuasive ✔ Audio-visual Advertisements
appeals;
✔ Persuasive Speeches (TEDTalk) ✔ Mock
Persuasive Techniques
Advertisements
● match persuasive ✔ TED Ed. (Written)
techniques with
● Types of Persuasive Techniques
 and their connection to the appeals
● Effectiveness of Different
Persuasive Techniques
8 Presentation of Graded Advertisements
9 and 10 Fallacies
● Understanding fallacies
- Types of fallacies: the
author’s intention and style
- The reader and writer
contact: interpreting
fallacies
corresponding rhetorical
✔ Chapter 7 of Elements of ✔ Game (Jeopardy)
appeals.
Language by Holt, Rinehart and
Winston (2001) ✔ Evaluate court
proceedings (Judge
Judy Mattlock etc.)
Students should be able to
✔ Persuasive pieces (oral and ✔ Critical Analysis
written)
✔ Quiz
● explain what fallacies are
✔ Chapter 5 of Think: Critical ✔ Game (Wheel of
● identify fallacious Thinking and Logic Skills for Fortune)
Everyday Life (2010)
claims/positions
● describe at least three
✔ Chapter 7 of Critical Thinking
strategies for avoiding by Noel Moore and Richard
fallacies Parker (2009)
● critically evaluate written
✔ Editorial Cartoons
and oral persuasive
discourse
✔ Handout on 15 common

11 Introduction to Argumentation
● The basic structure of an argument
● Characteristics of arguments
● Issue identification
● Audience and purpose in
argumentation
● Audience analysis and adaptation
Tone
fallacies
Students should be able to
✔ Practice Comprehension ✔ Quiz
Questions
✔ Critical Analysis
● evaluate appropriately the
structure and content of ✔ Oral Presentation
✔ Chapter 4 of Public Speaking:
arguments;
An Audience-Centred Approach
by Steven Beebe and Susan ✔ Mapping
Beebe (2012)
● delineate problems for
discussion when presented
with scenarios;
✔ Chapter 1 of Critical Thinking
by Noel Moore and Richard
Parker (2009)
● critically review a scenario
for the key concepts
taught; and
✔ Part 2 of Perspectives on
Argument by Nancy Wood and
James Miller (2015)
● respond with sensitivity to
divergent views.
✔ Part Three of Purposeful
Expression by Art Foster (2003)
 ✔ The Nature of Arguments
(University of Oxford’s Podcast)

12 Easter Break

13 Types of Reasoning: Students should be able to Coursework 2

✔ Chapters 2, 7, and 8 of Think: ✔ Quiz
Critical
Critical Thinking and Logic Analysis
Skills for Everyday Life (2010) ✔ Argument
● deductive ● differentiate among
Construction
deductive, inductive, and Exercise
● inductive analogical reasoning; (syllogism)
✔ Chapter 15 of Public Speaking:
An Audience-Centred Approach
● analogical ✔ Peer Critique
by Steven Beebe and Susan
● construct arguments Beebe (2012)
effectively using
Valid and Invalid Claims/Logical deductive, inductive, and
Reasoning analogical reasoning
✔ Chapter 8 of Critical Thinking
by Noel Moore and Richard
Parker (2009)

14 Students should be able to

● Benefit of research in influencing ✔ Chapter 4 of Critical Thinking ✔ Group research and
audience to respond to issues by Noel Moore and Richard presentation
Parker (2009)
● locate valid sources of ✔ Source Evaluation
 information;
● Types of sources

- Primary and secondary

sources
- Advantages and
disadvantages of each
- Evaluating sources:
Credibility, reliability,
relevance
● Documenting list of sources: APA
format
● critically evaluate different
sources of information;
and
● use the APA format
appropriately to construct
a reference page.

15 Reading Comprehension In-course Test Students should be able to apply Moodle

their knowledge of the course to
Coursework 3
respond to inferential and critical
level questions. Multiple
Choice Test
(Autograded)