GE ENG 1 Week 7 Learning Module PDF

DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI GE ENG. 1 PURPOSIVE COMMUNICATION LEAR...

DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI GE ENG. 1 PURPOSIVE COMMUNICATION LEARNING MODULE SY: 2024 – 2025 CHRYSTLER JAY LINEJAN Instructor  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI Week 7 Unit 3: Communication for Various Purposes Topic: Debate and Essential Learning from Debate Learning Outcomes: 1. Foster critical thinking and thoughtful expression; 2. develop intellectualism and confidence of expression; and 3. familiarize basic terms used in debating. Concept Digest Let’s Elicit Fuel up through expressing your own stand about the following topics. Some will agree and some will disagree with the given statement. Put yes or no on each of the following statements and briefly support your answer. 1. A bike is better than a car. 2. University/Collage education should be free. 3. The Internet brings more harm than good. 4. Homework is a waste of time. 5. Junk foods in school should be banned. By discussing about the topic above, you were able to dig on your stock knowledge and acquired ideas to defend your stand. What you did is an example of informal debate. What is Debate? Debate or argumentation in general is a communication process in which participants argue against or against a given topic, where one team wins and the other loses. Why people Debate? They debate to make the best possible decision regarding an opinion. If someone tries his best to find reasons for the opinion and another tries his best to find reasons against the opinion, there will be enough information to make a decision. 2  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI (1) How should we think and debate? a. The thinking process differs from person to another according to intellectual activities. b. Thinking is a human ability that can be developed through training. (2) Approaches to learning and teaching: Two types of learning in daily life are: 1. Teacher-centered Instruction: this is a one-way learning process, from the teacher to the student. 2. Student-centered Instruction: this is a two-way learning process, from the teacher to the student and vice versa (3) Thinking Skills: 1. Lower order Thinking Skills: remembering, understanding, applying 2. Higher-order Thinking Skills: analyzing, evaluating, creating, critical Thinking (4) Critical Thinking: It is the ability to understand, evaluate and reach a conclusion about issues in accordance with certain criteria by means of observing, raising questions, comparing, checking arguments and logical reasoning. The purpose behind critical thinking is reflecting on an opinion in order to analyze it and providing evidence and argumentation subjectively, then reaching a decision resorting to certain criteria. There will an exchange of opinions about an issue, a news article, or a story. To accustom students to critical thinking, the best way is to differentiate fact from opinion as well as relevant information from irrelevant information. (5) Fact and Opinion: Fact: fact refers to something which can be proven. It expresses a truth that is reached by consensus which can be found out through observation possessing undisputable details. For example: 9 is a bigger numeral than 8, or words can be nouns or verbs. Opinion: it is the expression of a person’s viewpoints, or it is expression of one’s understanding, ideology, or feelings. An opinion can be agreed or disagreed with. For example: Accountancy is a better and more suitable area than media or Audit is an easier subject than Principles of Finance. 3  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI (6) Debating and Argumentation: Debate: is a formal discussion about a certain topic reaching common ground between two opposing sides. Argumentation: it is the process of reasoning the evidence in order to support your opinion. It is summarizing your conclusions in order to convince the opposing side. Components of Argumentation: Students should learn that argumentation consists of the following three components: 1. Statement of possible truth: Students should be trained to start with conclusion they have reached. For example: Smoking cigarettes is less harmful than smoking hookah. 2. Supporting your statements: It is important that students should be trained so that when they demonstrate their views, they can support their statements with scientific evidence (referring to research, surveys or collected data) rather than opinion. For example: According to Word Health Organization, smoking a hookah equals 100 cigarettes. 3. Explain why the audience should care about the statement: Through demonstrating the importance of your viewpoint, you tell the audience why they should care about your topic. (6) Steps of Critical Thinking In order to train the students on critical thinking skill, they should be introduced to the following steps: 1. Collecting data relevant to your topic. 2. Demonstrating differing viewpoints. 3. Discussing and checking the viewpoints to make sure they are valid. 4. Separating effective and weak aspects of the viewpoints. 5. Evaluating the viewpoints subjectively 6. Presenting arguments on the validity of the viewpoints. (8) Characteristics of Critical Thinking: A person possessing critical thinking ability has a number of characteristics: ✓ A person with this ability does not offer an opinion on every topic; they do not talk about an issue about which they do not have sufficient information. ✓ They know when they need more information about a specific topic. ✓ They know conclusions can be correct or erroneous. 4  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI ✓ They know that people have different understanding of a certain issue. ✓ They raise questions and investigate when issues are vague. ✓ They can tell the difference between emotional and logical thinking. ✓ They resort to reliable sources and refer to them. ✓ They care about every aspect of the topic equally. ✓ They do not deviate from the main idea of the topic. ✓ When there is a necessary argument, they will have a response. Principles of Effective Persuasion Whether making a formal presentation at a meeting or writing a report or fact sheet, the following principles hold. ✓ Do not oversell or overstate your case. Make effective use of understatement. ✓ Outline the topic you are trying to cover into two parts. The first part should give broad background information, while the second part provides a detailed summary. ✓ Persuasion depends on clarity and simplicity. Avoid the use of jargon and buzz words ✓ Be prepared to back up claims or facts immediately. ✓ Incorporate major anticipated objections into your program or presentation. ✓ Address all relevant aspects of a topic, especially those that may affect the functioning of an organization. ✓ Use graphics and audio-visuals appropriately. ✓ Consider ways to get meaningful input from people. Find out what they think about the innovation or change. Feedback (Listening) Getting and giving feedback is one of the most crucial parts of good communication. Like any other activity, there are specific skills that can enhance feedback. Listening is a key part of getting feedback. Listen to the Complete Message. Be patient. This is especially important when listening to a topic that provokes strong opinions or radically different points-of-view. In these situations, it's important not to prejudge the incoming message. Learn not to get too excited about a communication until you are certain of the message. Work at Listening Skills. Listening is hard work. Good listeners demonstrate interest and alertness. They indicate through their eye contact, posture and facial expression that the occasion and the speaker's efforts are a matter of concern to them. Most good listeners provide speakers with clear and unambiguous feedback. 5  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI Judge the Content, Not the Form of the Message. Such things as the speaker's mode of dress, quality of voice, delivery mannerisms and physical characteristics are often used as excuses for not listening. Direct your attention to the message--what is being said--and away from the distracting elements. Weigh Emotionally Charged Language. Emotionally charged language often stands in the way of effective listening. Filter out "red flag" words (like "liberal" and "conservative," for instance) and the emotions they call up. Specific suggestions for dealing with emotionally charged words include ✓ Take time to identify those words that affect you emotionally. ✓ Attempt to analyze why the words affect you the way they do. ✓ Work at trying to reduce the impact of these words on you. Eliminate Distractions. Physical distractions and complications seriously impair listening. These distractions may take many forms: loud noises, stuffy rooms, overcrowded conditions, uncomfortable temperature, bad lighting, etc. Good listeners speak up if the room is too warm, too noisy, or too dark. There are also internal distractions: worries about deadlines or problems of any type may make listening difficult. If you're distracted, make an effort to clear your head. If you can't manage it, arrange to communicate at some other time. Think Efficiently and Critically. On the average, we speak at a rate of 100 to 200 words per minute. However, we think at a much faster rate, anywhere from 400 to 600 words per minute. What do we do with this excess thinking time while listening to someone speak? One technique is to apply this spare time to analyzing what is being said. They critically review the material by asking the following kinds of questions: ✓ What is being said to support the speaker's point of view? (Evidence) ✓ What assumptions are being made by the speaker and the listener? (Assumptions) ✓ How does this information affect me? (Effect) ✓ Can this material be organized more efficiently? (Structure) ✓ Are there examples that would better illustrate what is being said? (Example) ✓ What are the main points of the message? (Summary) Sending Messages. Messages should be clear and accurate, and sent in a way that encourages retention, not rejection. 6  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI ✓ Use Verbal Feedback Even If Nonverbal Is Positive And Frequent. Everyone needs reassurance that they are reading nonverbal communication correctly, whether a smile means "You're doing great," "You're doing better than most beginners," or "You'll catch on eventually." ✓ Focus Feedback on Behavior Rather Than On Personality. It's better to comment on specific behavior than to characterize a pattern of behavior. For example, instead of calling a colleague inefficient, specify your complaint: "You don't return phone calls; this causes problems both in and outside your office." ✓ Focus Feedback on Description Rather Than Judgment. Description tells what happened. Judgment evaluates what happened. For example, in evaluating a report don't say, "This is a lousy report!!" Instead, try: "The report doesn't focus on them information that I think needs emphasis," or "This report seems to have a lot of grammatical and spelling mistakes." ✓ Make Feedback Specific Rather Than General. If feedback is specific, the receiver knows what activity to continue or change. When feedback is general, the receiver doesn't know what to do differently. For example, in an office situation, instead of saying "These folders are not arranged correctly," it's better feedback to say, "These should be arranged chronologically instead of alphabetically." ✓ In Giving Feedback, Consider the Needs and Abilities of the Receiver. Give the amount of information the receiver can use and focus feedback on activities the receiver has control over. It's fruitless to criticize the level of activity, if the decision to grant the necessary monies for materials, personnel or technology is made at a different level. ✓ Check to See if the Receiver Heard What You Meant to Say. If the information is important enough to send, make sure the person understands it. One way of doing this is to say, "I'm wondering if I said that clearly enough. What did you understand me to say?" or "This is what I hear you saying. Is that right?" ✓ Personal contact requires scheduling, time and interpersonal skills. ✓ Contact requires good verbal skills and an awareness of voice tones as nonverbal communication. ✓ Letter requires writing skills. ✓ Informal e-mail needs to be short and to the point, but 7  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI not get lost in clutter. It may require frequent follow- up. ✓ News release requires writing skills and cooperation of the media and time. Debating Terms Debating is essentially a very simple activity - about arguing the rights and wrongs of policies and ideas. However, like many other activities, it has developed over time its own specialist vocabulary for otherwise simple concepts. This is a comprehensive glossary of the most used debating terms to help clarify what we do. 1. Analysis the logical reasoning behind an argument. 2. Barrack to offer points of information too quickly in succession and be disruptive. 3. Bin (Being in) a low-ranked room. 4. Break (to reach) the knockout rounds of a competition as a speaker or as a judge. 5. Break Room any room in the final preliminary round from which teams could potentially break. 6. British Parliamentary the format of the debating competitions we participate in. Now recognized as the international standard. 7. Burden strategic responsibility on a team or side in a debate 8. Case File a collection of written material designed to prepare cases for debates. 9. Chair Judge the person who controls a debate and manages the adjudication and feedback to teams afterwards. 10. Chief Adjudicator the person responsible for ranking judges and setting the motions in the competition. Also known as the CA. 8  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI 11. Closed Motion a motion which involves a clear policy or statement for the debate. 12. Closed Round around where the result of the adjudication is kept secret from teams. 13. Closing Government the second team on the government side. Responsible for extending the government case and summating the debate in favor of the government. 14. Closing Opposition the second team on the opposition side. Responsible for extending the opposition case and summating the debate in favor of the opposition. 15. Composite Team a team including two speakers not from the same university. 16. Convenor the person responsible for organizing a debating competition. 17. Counterproposal an alternative policy to that of the definition advocated by the opposition. 18. Cras accommodation for speakers and judges at a competition. 19. Definition the policy or interpretation of the motion created by the opening government team in the debate. 20. Draw the announcement of team positions, judges, and the motion before a debate. 21. Extension the new mate rial brought by teams in the closing half of the debate. 22. Government the side in favor of the motion. Also known as the proposition. 23. Knife when a closing team implicitly or explicitly contradicts the opening team on the same side. 9  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI 24. Motion the statement of the debate. 25. Open a competition which allows composite teams along with university teams. 26. Open Motion a motion which does not involve a clear policy or statement for the debate and is left to opening government to interpret. 27. Open Round around where the result of the adjudication is announced to teams after the debate. 28. Opening Government o the first team on the government side. Responsible for defining the motion, presenting arguments in favour of the motion and rebutting opening opposition. 29. Opening Opposition the first team on the opposition side. Responsible for presenting arguments against the motion and rebutting opening government. 30. Opposition the side against the motion. 31. Out round any knockout round after the break in which only the top teams take part. 32. Point of Information a short, quick point of rebuttal made during a speech by a speaker on the opposing side. Also known as a PoI. 33. Power Pair when teams on similar team point totals are drawn to debate against each other. The standard format for most British Parliamentary competitions. 34. Preliminary Round a debating round where all the teams take part before the knockout out round. 35. Preparation Time the fifteen minutes between the draw and the start of the debate during which teams prepare for a debate. 10  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI 36. Proposition the side in favor of the motion. Also known as the government. 37. Protected Time the first and last minute of a speech during which points of information cannot be offered. 38. Pull Up to be put in a room with teams on higher team points than you. 39. Rebuttal the explanation of why the arguments made by the other side is wrong. 40. Roll when the wing judges overrule the chair judge in the adjudication. 41. Room the physical location of a debate. Also used to describe the rank of the debate (e.g. top room, break room, bin room etc.) 42. Speaker Points points allocated to individual speakers based on their speech in the debate. Usually marked out of 100. Otherwise known as 'speaks'. 43. Squirrel an illegitimate and unreasonable attempt by the opening government to restrict or shift a motion. 44. Straights when teams have the number of team points equivalent to just getting seconds in all their debates. Often used as a reference point for success (e.g. "Plus one" means the equivalent on straights plus a win etc.). 45. Strike when a judge is prevented from adjudicating a team due to a potential bias. 46. Summation the concluding speech on each side, providing a biased summary of the debate. 47. Swing Team A reserve team put into the competition to ensure a multiple of 4 teams or when a team is absent. 11  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI 48. Tab the final ranking of speakers and judges in a competition. 49. Tab master the individual responsible for creating and maintaining the tab and draw throughout and after the competition. 50. Team Points points allocated to teams based on their performance in a debate. Usually 3 for 1st place, 2 for 2nd place, 3 for 3rd place and 0 for 4th place. 51. Wing (Judge) a person who assists the chair judge in adjudicating the debate. References: R1: https://cus.org/members/debating/debating-terms https://www.wikihow.com/Perform-Well-in-a-Debate 12