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  • Dalian Nationalities University China Debate Education Network Workshop for Teachers of Debate

    May 20 21, 2016

    Robert Trapp, Workshop Director, Willamette

    University

    Yang Ge, Workshop Host and Operation Manager, Dalian Nationalities University

  • Table of Contents About the DNUCDEN Team ................................................................................................ 1 Schedule .................................................................................................................................. 3 Public Speaking Materials

    Understanding and Engaging the Audience

    Assignment Idea: Using Surveys to Analyze Audiences ................................... 5 Understanding Audience Lesson Plan ............................................................. 6 Activity: Using Impromptu Speaking to Emphasize Audiences ....................... 10

    Teaching Argument Types and Fallacies

    Fallacies ........................................................................................................... 11 Argument Types .............................................................................................. 12

    Monroes Motivated Sequence ................................................................................... 15

    Monroes Motivated Sequence: Example ....................................................... 17 Public Speaking Assignments

    Public Speaking Narrative Assignment ............................................................ 21 Declamation Assignment ................................................................................. 23 Tribute Speech Assignment ............................................................................. 25 Informative Speech Assignment ...................................................................... 27 Persuasive Speech Assignment ....................................................................... 29

    Debate Materials

    Ethical and Educational Dimensions of Debate

    Handout ........................................................................................................... 31 Questions for Discussion ................................................................................. 32

    Managing a Student Debate Organization in the Post-CDEN Era ................................ 33 Teaching Argumentation

    Elements of Argument ..................................................................................... 35 Fallacies ........................................................................................................... 39

  • Worlds Style Debate Speaker Responsibilities in Worlds Style Debate ............................................ 45 Outline of a Prime Minister Speech ................................................................. 47 Exercises for Creating a Prime Minister Speech ...............................................48 Outline of a Leader of Opposition Speech ....................................................... 49 Exercise for Creating a Leader of Opposition Speech ...................................... 50 Outline of a Deputy Prime Minister Speech ................................................... 51 Outline of a Deputy Leader of Opposition Speech .......................................... 52 Outline of a Member of Government Speech ................................................. 53 Outline of a Member of Opposition Speech .................................................... 54 Exercise: Extending the Debate as Member of Government or Opposition ... 55 Outline for a Government Whip Speech ......................................................... 57 Outline for an Opposition Whip Speech .......................................................... 58 Exercise Government and Opposition Whip Speeches ................................... 59

    Teaching Debate Skills

    Refutation and Rebuilding ............................................................................... 61 Exercises for Refutation and Rebuilding .......................................................... 63 Points of Information ...................................................................................... 65 Exercise for Offering and Responding to Points of Information ...................... 66

    Judging and Evaluating Debates

    Mechanics of judging ....................................................................................... 67 Sample Worlds-Style Ballot ............................................................................. 69

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    About the DNUCDEN TEAM

    Yang Ge is an English Instructor and Debate Coach at Dalian Nationalities University. In addition to teaching debate at DNU, she has been a debate trainer in several countries in Central and Eastern Europe.

    Robert Trapp is a Professor of Civic Communication. He has taught debate in over 40 countries and is the primary author of Building Global Relations Through Debate (FLTRP Press)

    Brian Shipley was a nationally and internationally award-winning debater for Willamette University. Dr Shipley has taught debate in the US as well as in Central and Eastern Europe. Most recently He served as Chief of Staff to Oregon Governor Kate Brown. He has served three successive Oregon governors at the highest levels.

    Ma Shuang is an Associate Professor, Associate Dean, Asia-Australia Business College, Liaoning University. Both she and her teams have won national awards for debate in China.

  • 2

    Yang Xigang is a Lecturer and Chief Coach of English Debate Association, School of Foreign Studies, Nanjing Forestry University. He has served as a partner for the China Debate Education Association.

    Russ Taylor is an English Teacher and Debate Coach at Northeast Normal University. Has taught debate to teachers and students in China for the past 10 years and has been invited judge and DCA to many prestigious events in China.

  • 3

    DNUCDEN Workshop for Teachers of Debater Schedule

    Date Time Topic Friday May 20

    Anytime Saturday May 21 8:30 am Opening assembly

    Robert Trapp and Yang Ge 9:00 10:20 am Ethical & educational dimensions of debate. Robert Trapp 10:20 am Break and group photo 11:00 am 12:20pm Managing a student debate organization in the post-CDEN era.

    Yang Xigang, Ma Shuang, and Russ Taylor 12:30pm 2:00 pm Lunch on your own 2:00 3:20 pm Creating a case for First Government.

    Yang Xigang & Robert Trapp 3:30 5:00 pm Creating opposition arguments.

    Brian Shipley 5:00 pm Conversation and visiting time Afterwards Dinner on your own Sunday, May 22 9:00 10:20 am Teaching Fallacies

    Robert Trapp 10:20 am Break 10:30 am 12:00pm Teaching refutation and points of information.

    Brian Shipley 12:00pm 1:30 pm Lunch on your own 1:30 2:50 pm Judging and evaluating debate.

    Brian Shipley and Russ Taylor 3:00 pm Presentation of certificates for debate teachers. Robert Trapp

    and Yang Ge 3:30 pm Departures

  • 4

  • 5

    Understanding and Engaging the Audience McKean & Richards

    Assignment Idea: Using Surveys to Analyze Audiences

    Objectives: Help students understand the audience they will be speaking to; help students develop rhetorical strategies that will address the beliefs and attitudes held by their audience. This activity is designed to be done while students are working on a persuasive speech. Students will have already learned about different kinds of audiences and will have developed a thesis about a policy that they will argue in their speech (for example: Congress should enact legislation supporting free tuition for all public colleges). Instructions:

    1. Drawing on the different types of audiences (uninformed / informed, interested / uninterested, favorable / hostile) students should brainstorm questions that will illicit demographic and attitudinal information from their classmates that relates to their thesis.

    2. The survey should consist of 15-20 multiple choice, agree/disagree, or true/false

    questions. Survey questions should fall into four categories:

    a. Questions of value, which ask about the underlying moral / ethical commitments that audience members hold. For example: Do you agree or disagree with the idea that higher education is a fundamental human right?

    b. Questions of policy, which ask about what audience members believe should

    be done. For example: Do you agree or disagree with the idea that the federal government should do more to help low-income families?

    c. Questions of fact, which assess how much audience members already know

    about your topic. For example: Do you believe that student loan debt has decreased or increased in the last 5 years?

    d. Questions of definition, which ask questions about the meaning of key terms

    associated with a students topic. For example: Is access to higher education a right or a privilege?

    3. Instructors should give students tips for writing clear questions that are easy to

    understand.

    4. Students should circulate the survey to their classmates and do a reflection activity that allows them to classify their audience.

    Understanding and Engaging the Audience (Continued) McKean & Richards

  • 6

    Understanding Audience Lesson Plan Goals: Help students understand different kinds of audiences; help students to analyze how a speaker adapted to a hostile audience; have students think deeply about the audience(s) they may face in delivering a speech; provide students with strategies for adapting to particular kinds of audiences Cl