College of Languages


Acadimic Debate

Course Code C0244 Th 2 Pr 2 CrHrs 4

History,Read ,logistics,Debate,proposition,research 

To understand how better to communicate in a variety of ways enriches our common heritage and fosters the well-being of the individual and the society in which he lives. Forensics not only improves the students’ communication skills but also provides a unique educational experience by promoting depth of study, complex analysis, and focused critical thinking. Discussion and Debate explores diverse ways of effective communication and critical thinking through regulated, prepared discussion, Socratic forum, and regulated, prepared debate argument that determines and demonstrates the students’ inter-dependence on one another as they reach consensus, broaden differential views, or collectively solve problems.  


The followings are the goals of the course

1. Grow the student’s ability to communicate effectively and to relate his ideas to a group and  within group dynamics.

2. Familiarize the student with and help him understand the values and process of controlled,   regulated, and logical debate.

3. Recognize the difference between discussion and debate by learning  about and participating in  them.

4. Instill an importance within the individual student to accept his role, his responsibility, and integral work as a team member.

5. Provide an opportunity for the individual to effectively express himself orally in both a  supportive non-threatening environment and a structured high  stakes environment.

 6. Develop students’ skills in research, analysis, and critical evaluation of claims through  skillful search strategies

7. Develop student’s confidence to think quickly, logically, critically, and clearly on his feet,  adapting to rapid change.

ئەرکەکانی قوتابی

به‌رپرسیارێتی قوتابی سه‌باره‌ت به‌ کۆرسه‌که‌ :

ئاماده‌بوونی قوتابیان له‌ هەموو وانه‌کاندا
ئاماده‌بوونی قوتابیان له‌ هەموو تاقیکردنه‌وه‌کاندا
ئەنجامدانى ئەرکەکانى دواى دەوام وەک راپۆرت و ووتار نووسین

ڕێگه‌ی وانه‌‌ ووتنه‌وه‌

مامۆستا ڕێگه‌ی وانه‌‌ ووتنه‌وه‌ ئەم ئامرازە بکار دهێنت ‌:‌

داتاشۆ و پاوه‌رپۆینت.
ته‌خته‌ی سپی.

سیستەمی هه‌ڵسه‌نگاندن

جۆری هه‌ڵسه‌نگاندن (تاقیکردنه‌وه‌کان یان ئه‌زموونه‌کان) چه‌ند نمره‌ی له‌سه‌ره و چۆن نمره‌کان دابه‌شد‌کرا:

تاقیکردنه‌وه‌ی مانگانه ٣٠ نمره
کویزه‌کان ڕاپۆرت ووتار نووسین ٥ نمره
ئاماده‌نه‌بوونی خوێندکار له‌ پۆلدا. ٥ نمره
دوماهیک تاقیکردنه‌وه ٦٠ نمره

Rowland, R. "On Argument Evaluation." JAFA 21 (Winter 1985): 123-132.

Madsen, A. and Richard D. "Variability in Debate Theory." National Forensic League Journal 4 (1994): 13-24.

Colbert, K. "The Effects of Debate participation on Argumentativeness and Verbal Aggression." Communication Education 42 (1993) 206-214.

  • Introduction to class; Brainstorm topics
  • Groups; History; Read & take note
  • Finish discussion logistics; library research time
  • Library research
  • Introducing different types of Debates
  • Lincoln- Dougles Debate
  • Cross Examination Debate
  • Academic Debate
  • How to get started in Debate
  • Weekly debate research notes and debate cards
  • Read & take notes, types & wording proposition, evidence quality
  • Handout debate books
  • Discussion research notes
  • Library research
  • Debate formats half period library time for preliminary investigation
  • Debate research notes; Read and notes; affirmative position, negative position library research time; debate video
  • Group discussion
  • Oral Exam