These last few days, we’ll review the info from Ch. 7 and excerpts of Ch. 9 (“Clarity, Coherence, Conciseness”, pp 163-170, and “Delivery”, pp 175-176) that we covered, as well as the logical fallacies that we discussed. Quiz Review Here: Solo / Group We’ll have a review & quiz* (*if needed) next time, and then the final class will be a chance for you guys to give feedback about the class!
P.S. If you would like to learn about MANY MANY more logical fallacies, see: www.logicallyfallacious.com
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“Resolved: The United States federal government should substantially reduce its restrictions on legal immigration to the United States, especially regarding refugees.”
Affirmative "Resolved: The United States federal government should substantially reduce restrictions to refugee status determinations and substantially increase the cap on the number of refugees accepted into the United States each year." Make sure that you Fill Out This Form so you can go on the debate trip!
Students spent the period finishing up their discussion / research of Immigration, and we did another Fallacy of the Day: Lying with Statistics:
Here are some examples: Here's a bad example, followed by the more accurate version: Today we talked a bit about the importance of being concise. Our Fallacy of the day was Alphabet Soup, and we worked more on researching our topic: Immigration
Today, we chatted about how to develop a good argument through clarity and coherence of argument (pp. 163-169). See notes below:
Our Fallacy of the Day was Circular Reasoning: Example:
P.S. our debate format is as follows:
We started by reading Ch. 7.4, A Case Study (pp. 130-137), and then studied for our final debate! P.S. Here are the resources that our competitors have access to: Dropbox Stuff. Specifically these are the two main sources they are looking at: Good luck! Also shown below:
See below for class notes:
P.S. Here is our Logical Fallacy of the Day:
Today we read a bit more about Invention & Research, and the roles that these play in crafting a persuasive argument (pp. 128-130). See notes below:
Also, we did another fun fallacy: the Nirvana / Perfect Solution Fallacy!
Today we continued our reading by going to pp 123-128, as well as the logical fallacy Non Sequitur:
We discussed the various ways that can be used to create arguments, such as Aristotle's Topics (here are a few from the book): We also looked at Cicero's Stases:
Today we began studying and researching our next debate topic: Medical Marijuana! Also, we talked a bit about creating an argument, a very valuable skill as a debater. And...we learned a new logical fallacy!!!! See below for more info:
Here's an example of our fallacy, Misuse of Jargon:
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HW List:Below are the HW assignments, starting with the most recent D1: REMEMBER: study and prep for your debate re: School Uniforms!
Assigned: D3 Due: D7 (Draft: D5)
Assigned: D1 Due: D2:
About the Class:Speech and debate with Mr. Wright is a fun and challenging class in which students will stretch themselves, face their fears, think deeply on important issues, learn to persuasively speak their opinions, and use their skills to compete in various competitions and events throughout the semester.
Each class begins with 20 or so minutes of discussion and debate on current events, politics, moral issues, and big ideas. During this time our students get to match wits with each other and Mr. Wright and are challenged to think more deeply than they ever have before. In class students will gain thinking, writing, speaking, and debating skills and apply them to: Persuasive Writing Impromptu Speaking Extemporaneous Speaking Oratory Student Congress Debate Lincoln Douglas Debate, etc. Students should be warned that this is not a class where they spend most of the time listening to the teacher. The majority of every class involves students thinking, discussing, researching, writing, and more than anything speaking and debating because A) it’s way more fun that way and B) that is how students learn best. In addition, by being in the class, students will compete in tournaments throughout the year against others from across the Utah and the nation. Competition is one of the most frightening, motivating, exhilarating, and educational experiences you will have in your entire life, but a worthwhile activity nonetheless. Let’s be honest–Our world has no shortage of problems. Thankfully we live in a country that has always looked to its own people to determine the answers. We the People really do get to decide what our country will be. And that decision is made in the American free market of ideas. Those who can think deeply and speak persuasively are the ones who guide the discussion in our market of ideas. Students who take this class will be better prepared for higher education, business, and life in general, but most importantly, they will be the next generation of decision makers for our society. Archives
January 2019
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