Everyday Debate (Fall)
“For what should a man live, if not for the pleasures of discourse?” —Plato
What would you do if you were having a conversation with a friend and realized that you completely disagreed with her point of view? What if your friend wanted to debate you about this issue? Would you welcome such a challenge as an adventure, or would you shrink from it as a threat? This Everyday Debate course gives students debating confidence and opens their eyes to the benefit of debate, disagreement, and discussion in day-to-day life or in a formal debate setting.
Guided by the Everyday Debate text, this course introduces students to classical debate concepts, including Socratic Dialogue and Formal Debate. We will look at the Five Common Topics of Invention and how those inform a discussion or debate, then we’ll examine some of the stylistic tools that make a presentation stand out. Throughout the semester, we’ll take opportunities to apply the concepts we’re studying, practicing impromptu speaking, mini-debates, research skills, and a formal debate as well.
Placement: Please read about our new process above.
Everyday Debate and Discussion is designed to serve either as a bridge for students in 9th grade and above who are moving from logic to rhetoric, or as a companion to upper-level logic or rhetoric studies. While this course does not have any required prerequisites, it is designed for students who have already completed a study of the informal fallacies. Students who have a working knowledge of the core content provided in an informal logic course (such as our course featuring The Art of Argument) will be ideally prepared for this course.
High School Credit: This course is the equivalent of 1/2 high school credit in speech and debate.
At Scholé Academy, we have carefully considered how we should engage our contemporary culture as those who believe that Christ is the Truth (John 14:6), and that all truth has its source in him. We think it is important to provide our upper school students (in grades 7-12) with tools and opportunities for critically examining various cultural trends, issues and mores through the lens of orthodox, Christian beliefs. Being confident in the truth revealed to us in creation, the Scriptures, and the tradition of the church, we are not afraid to follow the truth and its implications nor to address error and falsehood. … Read more about our Faith & Culture.
“My daughter has been stretched to think more deeply and to consider both sides of an issue objectively. She has really appreciated the fact that, even as a young teen, she has been given the opportunity to engage in thoughtful conversations about tough issues.” —Everyday Debate Parent
For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.
- With Parent Support: Skills that most lower school students will need help with.
- Developing: Skills that the instructor will help develop and emphasize throughout the year.
- Mastered: Prerequisite skills that the instructor is expecting students to possess.
- Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
- Be able to manage Canvas assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Canvas notifications for the class, view class notifications when posted, etc.).
- Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to respectfully and wisely engage with other students and the instructor on Canvas discussion boards.
- Be able to respectfully, wisely and formally engage with instructor through private Canvas messaging.
- Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to build and use alphanumeric outlines as part of the writing process.
- Be able to self-edit written submissions for grammar and spelling mistakes.
- Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
- Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
- Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
- Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
- Be able to hand-write answers in complete sentences.
- Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
- Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
- Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
- Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
- Be able to identify key terms in a passage, and follow the author’s argument.
- Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
- Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).
- Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
- Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
- Be able to type short answers in complete sentences.
- Be able to type paragraph essays (short essays, and 5 or more page essays).
- Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
- Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
- Follow along with instructor-led note-taking and record notes during class.
- Follow along with instructor-led workbook completion and record answers during class.
- Be prepared to thoughtfully answer questions when called on in a group setting, during class.
- Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.
- With Parent Support
- Be able to schedule time outside of class to complete independent review of materials.
- Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
- Be responsible to study at home for quizzes, tests and other assessments.
- Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
- Be able to schedule and manage multiple projects from multiple instructors and courses.
- Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.
- Understand that arriving at the correct answer is not the goal of mathematics review and practice, but rather understand that consistent application of the correct processes are the goals of review and practice.
- After the instructor has provided instructions – the student should be able to use Wacom tablet (or other like iPad) to actively solve math problems during class, viewable to the instructor on Ziteboard.
Everyday Debate and Discussion: A Guide to Socratic Conversation, Informal Discussion, and Formal Debate
*Required texts are not included in the purchase of the course.
Whitney Barnes began her teaching career in the humanities in 2012. She holds a Masters in history from Georgia State University and a PhD in history from Boston College. Throughout her career, Whitney has developed a passion for teaching rhetoric, writing, and critical thinking to her humanities students and believes deeply in the spiritual and academic value of honing these skills. Whitney is a published author, she was the recipient of the Donald J. White Teaching Excellence Award at Boston College, she held the esteemed post of Pensionnaire étranger at the Ecole Normale Supérieure in Paris, France between 2016-2017, and she has been an avid reader and bookworm her whole life. In her spare time, Whitney enjoys singing in the chancel choir at church, playing the mandolin, and attempting to garden. She lives in Marietta, Georgia with her husband, their 3-year-old son, and their affable golden retriever, J.R.R. Tolkien.
Computer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.
High-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.
Webcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)
Headset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm
Zoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
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This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.