SPCH 140 - Argumentation and Debate
Course Description:

This course provides students with the foundational knowledge of argumentation and debate concepts and theories to successfully dissect and deliver arguments in distinct contexts and public speaking settings and to critically evaluate the arguments of others. The course emphasizes Aristotle’s ethos, pathos, and logos, audience analysis, ethics, critical listening, and effective verbal and nonverbal practices for effective argumentation. Lastly, the course includes analysis of strong evidence and the process of reasoning needed for effective arguing and presentation of arguments to live audiences. Central to this course is the learning of the foundational knowledge and practice of public speaking in a democratic society to communicate ideas through speaking in debate contexts such as to audience’s expected to refute or question the speaker’s central thesis and/or arguments.

I. Cover

CC Discipline/Department: Communications and Languages
Planning Department: Speech
Course Number: SPCH 140
Course Title: Argumentation and Debate
Units: 3.000 Units
Lecture: 54.000 Hours
Lab: 0.000
Discussion Hours: 0.000
Total Contact Hours: 54.000 Hours
Outside-of-Class Hours: 108.000 Hours
Total Student Learning Hours: 162.000 Hours
Advisory: ENGL C1000
TOP Code: 1506.00 - Speech and Rhetorical Studies
CIP Code 09.0101 - Speech Communication and Rhetoric
SAM Code: Non-Occupational

II. Need/Justification/Goals

This is a degree appropriate course and a general education course at Rio Hondo and four-year institutions. This course is one of the core classes students need to major in Communication Studies 2.0 AA-T at Rio Hondo College.

Articulation to the Cal-GETC 1C Oral Communication area is appropriate given the rhetorical oral communication emphasis of the content of this course and the course's existing oral communication emphasis in informing and persuading audiences aligning with Cal-GETC 1C standards.

III. Title 5 Requirements

A. Entering Skills (“Upon entering the course, students should be able to…”):
Recognize the relationship between clear, logical thinking, and the composition of clear, logical essays. (ENGL C1000)
B. Exiting Skills (“Upon exiting the course, students should be able to”):
Identify foundational concepts in oral communication and argumentation, including Aristotle's concepts of ethos, pathos, and logos
Examine complex and diverse audiences to refine their sensitive to demographic differences, diversity, equity, inclusion, belonging, and accessibility
Demonstrate skills of reasoning, critical analysis, and using evidence/supporting materials from primary and secondary sources for credibility, accuracy, and relevance in their arguments and the arguments of others
Demonstrate ethical communication practices, including truthfulness, accuracy, honesty, and effective reasoning
Demonstrate effective delivery techniques through a variety of well-prepared faculty-supervised and faculty-evaluated speeches delivered to a live-audience.
Employ effective verbal and nonverbal practices while delivering a speech and managing communication apprehension
Apply rhetorical principles in argumentation to analyze historical and contemporary public discourses and to provide constructive criticism to peers and others
Conceptualizing and effectively communicating compelling arguments in support of a guiding thesis and organizational pattern appropriate for the audience, occasion, and across a variety of argumentation and debate contexts
Listening critically to speeches to provide constructive criticism to peers
Create a speech that includes arguments that demonstrate an understanding of and application of sound reasoning while avoiding fallacious reasoning
Create an orally communicated response to a public speech that demonstrates effective refutation
C. Minimum Required for a “C”:
Completion of all required work with at least 70% of all possible points
D. Grade Options:
  • Standard Letter

IV. Course Content

Lecture Outline:
  1. Definitions of communication, informative speaking, persuasive speaking, and arguments
  2. Audience analysis, including demographic differences, diversity, equity, inclusion, belonging, and accessibility
  3. Fields of argument, such as public, interpersonal, legal, business, political
  4. Ethos, Pathos, and Logos
  5. Phrasing and analyzing propositions, such as factual, value, and policy propositions
  6. Research (primary and secondary) and credible evidence
  7. Phrasing, identifying, and analyzing arguments, such as the Toulmin Model and stock issue analysis
  8. Identification and avoidance of fallacies
  9. Presentation and debating skills, including verbal and nonverbal  delivery, constructive arguments, refutation and cross-examination
  10. Well-prepared faculty-supervised and faculty-evaluated speeches to a live audience
  11. Review and provide constructive criticism for peer and other presentations
  12. Adhering to ethical communication practices when speaking and listening
  13. Canons of rhetoric (invention, disposition, style, memory, delivery)
  14. Managing communication apprehension

V. Course Objectives

The Student Will Be Able To:
Identify foundational concepts in oral communication and argumentation, including Aristotle's concepts of ethos, pathos, and logos
Examine complex and diverse audiences to refine their sensitive to demographic differences, diversity, equity, inclusion, belonging, and accessibility
Demonstrate skills of reasoning, critical analysis, and using evidence/supporting materials from primary and secondary sources for credibility, accuracy, and relevance in their arguments and the arguments of others
Demonstrate ethical communication practices, including truthfulness, accuracy, honesty, and effective reasoning
Demonstrate effective delivery techniques through a variety of well-prepared faculty-supervised and faculty-evaluated speeches delivered to a live-audience.
Employ effective verbal and nonverbal practices while delivering a speech and managing communication apprehension
Apply rhetorical principles in argumentation to analyze historical and contemporary public discourses and to provide constructive criticism to peers and others
Conceptualizing and effectively communicating compelling arguments in support of a guiding thesis and organizational pattern appropriate for the audience, occasion, and across a variety of argumentation and debate contexts
Listening critically to speeches to provide constructive criticism to peers
Create a speech that includes arguments that demonstrate an understanding of and application of sound reasoning while avoiding fallacious reasoning
Create an orally communicated response to a public speech that demonstrates effective refutation

VI. Methods of Instruction:

Activity (individual)
Analysis (individual)
Audio-Visual
Case Studies
Critique
Discussion (classroom)
Discussion (group)
Evaluation (peer)
Guest Speakers
Lecture
Observation
Performances
Presentations
Other Methods:

Analysis of written and oral public argument

VII. Assignments:

  1. Homework - Written reports
  2. Case Study (individual) - Analyze a written argument using the Toulmin Model, focusing on identifying the author’s claims, reasons, and evidence. Discuss what types of arguments are used and whether they are logical or fallacious. Test the sources and evidence for strengths and weaknesses.
  3. Term Paper - Write a research paper examining solid arguments for and against a political current event of domestic and/or international importance, utilizing credible sources
  4. Individual Oral Presentation - Participate in a debate, using several credible sources, as the proponent or opponent of a particular resolution
  5. Individual Oral Presentation - Prepare and deliver a speech that includes informative and persuasive elements, such as ethos, pathos and logos using evidence from credible sources to support arguments which support the thesis
  6. Group Oral Presentation - A faculty-supervised, faculty evaluated presentation to advocate or oppose a discussion point (e.g., a reply in a Robert's Rules meeting, an opposition speech to a speaker's proposition speech).
  7. Classroom Discussion - Advocate or refute an idea or speech through an oral speech message
  8. Other - quizzes and exams on argumentation concepts

VIII. Methods of Evaluation:

Measure understanding of course material through objective exams and quizzes containing multiple choice, true-false and/or short answer questions.
Assess discussions for course specific content and understanding.
Evaluate individual presentations for evidence of individual work, organization, clarity and accuracy.
Assess short writing assignments for evidence of proficiency in organization, grammar and accuracy in identifying course content.
Appraise ability to research course related content in terms of thoroughness and relevancy.
Evaluate assigned videos for evidence of relevant course content.
Assess electronic discussions and chats for accuracy and content relevancy.
Measure understanding of homework for accuracy and relevancy through quizzes, exams and/or short writing assignments.
Other Methods:

Faculty-supervised, faculty-evaluated presentations in front of an audience (one to many) such as informing about a proposed position or candidacy speech, and a negotiation or refutational-type opposition speech persuading an audience towards the opposition’s advocacy

IX. Student Learning Outcome

  1. When engaging in a critical discussion or debate, students should have the ability to argue in favor of a thesis with a supportive example and refute an opposing position with an accompanying example.
  2. When engaging in a critical discussion or debate, students should demonstrate critical thinking and understanding of a debate position, including the position's reasoning.
  3. When engaging in a critical discussion or debate, students should apply the principles of argumentation and debate theory.
  4. While participating in a debate or critical discussion, and in the process of evaluating the strength of an argument, students will distinguish between credible and non-credible evidence.
  5. While participating in a debate or critical discussion, students should learn to avoid the use of fallacious arguments.

X. Texts/Instructional Materials:

Textbooks:
Gass, R. H., & Seiter, J. S., Arguing, Reasoning, and Thinking Well, Routledge, (ISBN: 978-0815374329) (2019) This is a classic in the field
Hollihan, T. A. & Baaske, K. T., Arguments & Arguing: The Products and Process of Human Decision Making, Waveland Press, (ISBN: 978-1478647690) (2022)
Hasan, M., Win Every Argument: The Art of Debating, Persuading, and Public Speaking, Macmillan, (ISBN: 9781250853479) (2023)