COMM 104
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FREQUENTLY ASKED QUESTIONS

We are bombarded with attempts to influence our beliefs, values, attitudes, and actions. Radio, television, the Internet, newspapers, magazines, junk mail, signs, billboards, flyers, and even recorded music bring us advertising, commentary, editorials, public debate, drama, and other messages about the nature of reality, living, working, consuming, and relating to others. In addition, we and the others around us advance influential messages—in school, jobs, families, social groups, and religious and recreational activities. Many of these attempts to influence each other and the general public involve at least a minimal level of reasoning and evidence, and therefore can be termed argument. In this course we will seek to improve the quality of our argument and our ability to analyze critically the influential messages in the media.

Each student will meet the following objectives:

1. Distinguish argument from other types of discourse.
2. Differentiate among naturally-occurring arguments related to the field to which they belong and the varying standards of evidence and reasoning common to their respective fields.
3. Analyze the student’s own cultural values and ethical standards with respect to argument and compare his or her values with non-Western conventions for determining truth and advocating change.
4. Identify areas of current controversy reflected in print and electronic media and analyze the issues on which each controversy turns.
5. Examine underlying assumptions in naturally-occurring, contemporary oral and written arguments.
6. Diagram the structure of sample arguments on current social, political, legal, scientific, and economic issues.
7. Analyze and evaluate evidence using standards of accuracy, recency, relevance, representativeness, sufficiency, and consistency.
8. Evaluate the credibility of sources of evidence and testimony using standards of expertise, objectivity, access, and reliability.
9. Analyze and evaluate reasoning in current persuasive discourse based on standards related to various forms of inference (e.g., generalization, deduction, analogy, cause, sign), noting the occurrence of common fallacies.
10. Formulate propositions which lay out reasonable positions within areas of current controversy and develop claims which respond to stock issues and unique issues inherent in areas of current controversy.
11. Research, evaluate, and select information, examples, and testimony to support claims in various types of reasoned written and oral discourse.
12. Formulate arguments using valid and appropriate reasoning, which is adapted to target audiences and fields and avoids fallacies.
13. Organize argumentative cases around the key issues of a controversy adapted to the type of question addressed (e.g., questions of fact, value, and policy).
14. Write full-sentence outlines of argumentative cases, showing case structure and the relationship between claims and supporting material.
15. Deliver oral arguments extemporaneously from key-phrase outlines, clearly looking at members across the audience and selecting clear, precise, and appropriate language to express intended meaning.
16. Employ methods for establishing and enhancing credibility in argumentation.
17. Identify and summarize opposing arguments in order to (a) refute them by evaluating the evidence, reasoning and credibility of the source and (b) rebuild a case which has been attacked.

This is a challenging class, but I strongly believe that each student can do well. It can be an enjoyable experience, in which you will meet and work with interesting class members and learn practical critical thinking and debate skills which you will use for a lifetime. However, in order for this to happen, you must live within the following guidelines.

Course Withdrawal. The student is responsible for submitting an official withdrawal to avoid failing a class.

Attendance. Attendance is necessary, since class activities are an integral part of the course. When it is necessary to miss class, you are responsible for obtaining information and materials you may have missed. It is not possible to make up many of the in-class activities (see below).

Assignments. I expect all assignments (exercises, papers, presentations) to be completed and submitted in class on the day assigned. Classroom activities (group work, argument presentations, and the debate) may not be made up, except in emergency situations, limited to officially verified severe illness or death in the immediate family and jury duty. Each student may make up two chapter application papers. Other late written work will be graded using higher standards and must be submitted within the week following the due date. Note on e-mail submissions: While I highly encourage the use of electronic media to submit assignments when a student cannot be on campus, it does not reduce the responsibility to get assignments in on time. I will confirm receipt of e-mailed materials to the address from which they are sent. If such confirmation is not received, you can assume that your material has not been received and other methods must be taken to meet deadlines.

Student Conduct. Students are expected to conduct themselves in a manner appropriate to a college class-room. Should plagiarism or other forms of cheating occur, the student will receive no credit (0 pts.) on the assignment. Further action may be taken within college guidelines. [For a complete description, see “Student Code of Conduct” in the General Catalog for the college.]

Americans with Disabilities Act. Mt. San Jacinto College is committed to providing reasonable accommodations for students with disabilities upon request of the student (in a timely fashion) and upon verification of disability. [For further information, see the General Catalog.]

Grading. The grade is based on the number of points you accumulate out of 500 possible. The scale below guarantees a grade based on your point total.

Final Exam. The midterm exam will cover assigned reading and class notes. It will be a mix of objective and short-answer questions. Sample questions for final.

Assorted Class Activities. The course entails informal group work. These activities may include discussions, exercises, informal debates, and other relevant assignments. Usually there will be a written component to the assignment compiled by a recorder and turned in with the signatures of all the participants. Group members will each receive three points per class for their participation. The assignments will not be graded, but the instructor reserves the right to lower the points for not taking the assignment seriously or leaving early.

The following homework assignments are all from our text, Argumentation: Understanding and Shaping Arguments. Each assignment is worth a maximum of twenty points. Word-processed assignments are highly encouraged, but not mandatory. Assignments are due at class time and will be considered late if submitted after midnight on the day it is due. Only two homework assignments will be accepted late for whatever reason. See course calendar for due dates.

• HA 1 Argumentation, Chapter 2, Exercises A, B, and C: Even numbers.
• HA 2 Argumentation, Chapter 3, Exercise A. Attach a copy of the argument you are evaluating, if possible.
• HA 3 Argumentation, Chapter 4, Exercise A. Attach a copy of the argument you are evaluating, if possible.
• HA 4 Argumentation, Chapter 5, Exercises A, B, and C: Even numbers.
• HA 5 Argumentation, Chapter 6, Exercise D: 1 (locate the three sources) & 2 (evaluate only one of the three sources). Attach copies of the sources, if possible.
• HA 6 Argumentation, Chapter 7, Exercises A, B, and C: Even numbers.
• HA 7 Argumentation, Chapter 9, Exercises A, B, and C: Even numbers.
• HA 8 Argumentation, Chapter 10, Exercises A, B, D, E, and F: Even numbers.
• HA 9 Argumentation, Chapter 11, Exercises A, B,C, and D: Even numbers.

Each of the following will be presented orally to the class. Criteria for evaluation of content and delivery will be discussed in class. Information from outside sources will be needed to produce acceptable argument cases. The outlines required for both presentations should be typewritten, composed of full-sentences, and include the evidence and reasoning planned for the oral presentations. [See the model outline on pp. 134-138 of Pocket Keys for Speakers.] Sources should be cited in the body of the outline and listed at the end in consistent bibliographic form (e.g., MLA, APA, Chicago). Outlines must be word-processed, double-spaced. You may staple them with a cover sheet if you wish, but please do not bind them. Presentational aids are highly encouraged.

Argument Case. Within a area of controversy, develop a case for which you can find strong supporting evidence.

• Working Case Analysis. Based on initial research into the controversy, prepare a working document which analyzes the major points of disagreement on the topic, narrows the focus of the case, provides a preliminary outline of points to be supported, and includes a working annotated bibliography of sources of evidence and reasoning.
• Oral Presentation and Outline. Prepare a final outline and 5-7 minute presentation of the case focused on a well-defined proposition. You may be signaled to conclude at the end of the allotted time period.

Debate. In groups of four, develop a policy proposition on a controversial subject (different from any which group members have argued individually in this class).

• Debate Presentation. Prepare and present a debate of this proposition, using methods studied in the course. Format and times for the debate will be discussed in class. Each student must contribute a equal number of spoken minutes to the debate. Each will receive the same grade for the oral presentation, reflecting the quality of the debate as a whole. Only in extenuating circumstances will a participant receive a grade lower than the rest of the group.
• Outline. Each participant is responsible for submitting an outline of his or her part of the debate in the same form as the previous assignment. Each student’s outline will be evaluated separately. While each outline should have a bibliography attached, the debate group may prepare and share a combined bibliography.

The following lectures are adapted PowerPoint presentations. The content reflects that which is given in class with some minor variations from semester to semester. If you do not have PowerPoint on your computer, you may wish to visit a Computer Lab on campus or download a PowerPoint viewer here: Download Viewer

Last revised: October 18, 2005.