BTAN33010 American Language and Culture

“Speech is power: speech is to persuade, to convert, to compel.”

Ralph Waldo Emerson

BTAN33010 American Language and Culture

Debating America

for 3rd-year American Studies students

Fall 2016

Time and Venue: Monday 12.00-11.40; Room 119

Instructor(s): Professor Donald E. Morse, Dr. Szathmári Judit, Dr. Mathey Éva, Dr. Csató Péter, Dr. Venkovits Balázs, Balogh Máté Gergely

Office hours: for details please check the instructors’ IEAS websites respectively

Course synopsis

The course aims to introduce students to the art of effective public speaking and help them develop sophistication and eloquence in debate culture. In a series of competitive in-class debates on pre-approved and research-based topics students will have the chance

to learn important rhetorical, constructive, rebuttal and cross-examination strategies
to practice effective forms of argumentation (claim, warrant, evidence, counter-claim)
to master verbal and non-verbal delivery skills (organization, projection, inflection, body language)
to develop analytical and critical thinking and advocacy skills
to learn how to delegate and work in teams
to learn to appreciate the value of teamwork.

The debates will address recent controversial issues in American public discourse to facilitate our students’ critical understanding of the contemporary American social and political scene. Topics on the agenda will include political conspiracies, governmental surveillance, minority and ethnic issues including the Native American mascot controversy or the question of gender equality in America, and the debate over Darwin’s theory of evolution vs. creationism.

During the course students will use and adapt the methods of the Karl Popper debate format which focuses on relevant and divisive propositions, emphasizing the development of critical thinking skills, tolerance and understanding of contentious viewpoints. To promote these goals, debaters work together in teams of three, and must study and research the topic at hand both from the affirmative and the negative approach. Each team is given the opportunity to offer counter-arguments and questions to the opposing team. Peers offer constructive feedback, commenting on logical fallacies, insufficient evidence, or arguments that debaters may have overlooked.

The topics on the agenda will be discussed first in an introductory class to provide the context for the individual research and in-class debates due on the following week.

Assessment

Students will be assessed on the strength of their class performance (20%) with special focus on the individual debates(40%)(content, form, language, style, etc.), a written report (10%) on their individual research, as well as an end-term examination (30%).

Readings

Readings for the individual classes will be available electronically from the instructors.

Select Bibliography

Broda-Bahm, Kenneth T., Daniela Kempf, William J. Driscoll. Argument and Audience: Presenting

Debates in Public Settings. New York: International Debate Education, 2004.

Broeckers, Mathias. Conspiracies, Conspiracy Theories, and the Secrets of 9/11. Joshua Tree, CA:

Progressive, 2006

Collins, Gail. The Amazing Journey of American Women from the 1960s to the Present. New York:

Back Bay Books, 2009.

Dunbar, David, and Brad Reagan, eds. Debunking 9/11 Myths: Why Conspiracy Theories Can’t Stand

Up To The Facts. New York: Hearst, 2006.

Edwards, Richard E. Competitive Debate: The Official Guide. London: Penguin, 2008.

Prieto, Daniel B. “War About Terror. Civil Liberties and National Security After 9/11: A CFR

Working Paper.” Available at:

Rourke, John T., ed. Taking Sides: Clashing Views on Controversial Issues in World Politics. 11th ed.

Dubuque: McGraw-Hill, 2004.

Scott, Eugenie. Evolution vs. Creationism: An Introduction. University of California Press, 2009.

Steinem, Gloria, Moving Beyond Words: Essays on Age, Rage, Sex, Power, Money, Muscles: Breaking

the Boundaries of Gender. New York: Open Road Media, 2012.

Wilkinson, Charles. Blood Struggle. The Rise of Modern Indian Nations. New York: Norton, 2005.

Further rules

Academic dishonesty or Plagiarism (failure to acknowledge and note the use of another writer’s words and ideas) is both unethical and illegal and will result in a failure of the course.

Tardiness and early departures are not allowable. They are offensive to your fellow students and to the instructor because they disrupt class work. If you have a compelling reason for arriving late or leaving early, speak with your instructor about the problem. If you regularly cut the beginning and/or the end of class sessions, it can add up to unexcused full-class-time absences.

Classroom etiquette: During the class please DO refrain from using your electronic devices including tabs, mobile phones, etc. unless they are used for class room purposes. Please DO NOT answer phone calls and text messages during the class!!! It is disturbing and impolite in the first degree!!!!

SCHEDULE OF CLASSES AND TOPICS FOR DISCUSSION

Week 1 (September 19): Orientation: forming debate teams, discussion of debate rules

The Art of Public Speaking (introductory guest lecture by Professor Donald E. Morse)

Week 2 (September 26): The Karl Popper debate culture: an introduction

Readings:“On the Karl Popper Debate,” International Debate Association (available electronically)

Week 3 (October 3): Conspiracy Theories and 9/11−introduction to conspiracy theories, 9/11 terrorist attacks, discussion of major questions and issues

Readings: Sáfrány, Beáta. “9/11 Conspiracy Theories,” Hungarian Journal of English and American Studies, 2013 (1): 11-30.

Week 4 (October 10): in-class debate on Conspiracy Theories and 9/11