IDP 4U1 Honours Thesis
THE SKILLS
Throughout this course students must emphasizes the ability
to communicate your ideas succinctly and effectively, both orally and in
writing. While personal opinions are
meaningful, there is a need to ground such ideas in research. In preparation for the debates, students will
delve into the realm of research and build research skills, critical analysis
of sources, and analytical skills.
Finally, the debates will provide opportunities for you to rethink your
own perspectives and ideas in relation to relative research.
THE TASK
In groups, you will debate the merits of a particular side
of an assigned topic (see topic list).
Your role will be to assure you develop a cohesive argument, regardless
if you agree with the position you have been assigned.
Each group will be given two opinion papers – one will
support the “yes” debate position while the other will refute their
agenda. While these articles are
extremely useful, they should not be used as the sole source of research for
your debate; they are the catalyst to further rigorous and systematic
investigation. The class will be visiting York U Library (field trip) to
undergo a more extensive research of topic.
THE CATCH
Groups will research BOTH sides of the issue. Why? On
the date of the debate, groups will “draw” for sides (representing red or
blue) —thus, you MUST be ready to argue either side at that given moment. Teams will have 5 minutes to organize opening statements,
arguments and concluding statements. Not only it is important to defend your
position, superior debaters are ready to counter the arguments of the opposing
side. All such arguments must
be accompanied by tangible research (i.e. overheads, handouts, charts, graphs,
pictures) to make for a more meaningful and exact debate.
THE FORMAT
The debate will entail the following format: Opening Arguments, Rebuttals (two rounds),
Closing Arguments, and finally Class Discussion. You will be evaluated by the teacher; the
class will award “points” during debate to determine a winner.
THE MARKS
ü
ORAL: THE
REAL DEBATE RUBRIC
Students will be marked on the thoroughness, effectiveness, delivery and
defense of their arguments. Top marks
will be reserved for students able to articulate their ideas with a superior
level of originality, sophistication and invention. Peer assessment will be completed by random
students who award “points” based on strong statements, arguments, evidence and
rebuttals and determine a winning team!
* NOTE:
all students will receive an INDIVIDUAL MARK based on own arguments /
evidence / rebuttals etc. during debate
ü
WRITTEN:
THE DEBATE ARTICLE CRITIQUE RUBRIC
Each student will also be marked on an Article
Critique on their assigned debate article.
The critique must coherently summarize the arguments made by the
author(s), outline the articles strengths and weaknesses and express your own
opinion on the matter and the validity of the source / article. See instructions and rubric for more details.
IDP 4U1 Honours Thesis
DEBATE
ARTICLE CRITIQUE
A critique is a systematic analysis of an idea or piece of literature that
discusses its validity and evaluates its worth.
INSTRUCTIONS
Your critique should
include a brief synopsis of the article plus an analysis of the
scholarly writing, understandable to someone who hasn't read the article.
The critique should be approximately 500 words (max 750) and contain the
following:
a) Introduction
·
first sentence(s) should be “attention grabbing”
·
a summary of the main question or argument
(thesis)dealt with in the article
·
give brief background of topic / issue and
description of the importance
b) Synopsis
·
In own words give a synopsis of article
addressing the objectives, design, methods, arguments, evidence and conclusions
by the author(s)
c) Critique
·
Brief identification of strengths of article and
explanation of why they are strengths
·
More detailed identification of weaknesses and
limitations and explanation of why they are weaknesses / limitations
·
Validity of arguments and evidence in the
article based on other research conducted
·
Explanation of whether you support the author’s
conclusions and why
d) Conclusion
·
description your own reactions regarding the
article
·
additional questions that need further research
·
concluding sentence
d) Other
All writings in this course should adhere
strictly to the MLA style, as outlined in the MLA Handbook.
Papers
should use 12 point font, double line spacing, and should include a descriptive
/ explanatory title and page numbering. When you draw upon other references and
resources in this assignment you will need to know how to cite sources used in
writing and should provide a complete bibliography. For this short piece of
writing, subheadings are not necessary.
To make it clear when you are presenting
your personal viewpoint (as opposed to the views of the authors of an article)
you should write using "first person". For example write "I
believe that…" rather than "It is believed that…".
This goes hand-in-hand with avoiding the use of passive voice (see below).
Lastly, the critique should be written in
active (rather than passive) voice, as this will make your writing clearer and
easier to read. Structurally this means you should put the subject at the start
of your sentences and have the subject be "the doer of the action".
So, for example we ask that you write "Sam claims that…"
rather than saying "It was claimed by Sam that …".
For a simple and clear explanation on how to avoid the pitfalls of passive
voice see: http://owl.english.purdue.edu/handouts/grammar/g_actpass.html.
HELPFUL LINKS
http://www.markville.ss.yrdsb.edu.on.ca/history/honours/links.html
ARTICLE
CRITUQUE: EVALUATION RUBRIC
|
Element |
Comments |
|
Summary/Synopsis (Knowledge/ Understanding) - Clarifies the main question or argument dealt with in article. - Describes the main features of the approach taken by the
writer or researcher. |
|
|
Critique/Analysis
(Thinking / Inquiry and Application) - Identifies the basis
of your critique or point of view. |
|
|
Writing style and format
(Communication) |
|
IDP 4U1 Honours Thesis
The
Great Debate Rubric
|
|
Level 4 |
Level 3 |
Level 2 |
Level |
|
Knowledge/
Understanding |
-shows
a high to very high degree of understanding of ideas/concepts/
themes/information |
-shows a considerable degree of understanding of
ideas/concepts/ themes/information |
-shows a moderate degree of understanding of
ideas/concepts/ themes/information |
-shows
an insufficient degree of understanding of ideas/concepts/
themes/information |
|
Thinking/
Inquiry |
-uses critical/creative thinking skills to with a high to very high degree of effectiveness -uses critical listening skills (e.g., identifying
main ideas and significant supporting details; assessing validity of
arguments and conclusions; making inferences; evaluating implicit and
explicit ideas; detecting assumptions, omissions, biases) with a high degree
of effectiveness |
-uses critical/creative thinking skills with a degree
of effectiveness -uses critical listening skills (e.g., identifying
main ideas and significant supporting details; note making; assessing
validity of arguments and conclusions; making inferences; evaluating implicit
and explicit ideas; detecting assumptions, omissions, biases) with
effectiveness |
-uses critical/creative thinking with moderate
effectiveness
skills (e.g., identifying main ideas and significant
supporting details; note making; assessing validity of arguments and
conclusions; making inferences; evaluating implicit and explicit ideas;
detecting assumptions, omissions, biases with a moderate degree of
effectiveness |
-uses
critical/creative thinking with insufficient effectiveness -uses
critical listening skills (e.g., identifying main ideas and significant
supporting details; note making; assessing validity of arguments and
conclusions; making inferences; evaluating implicit and explicit ideas;
detecting assumptions, omissions, biases with little or no effectiveness |
|
Communication |
-applies
oral communication skills (e.g., correct grammar and sentence structure;
rhetorical devices; voice projection; gestures; body language; timing) with a
high to very high degree of effectiveness -uses academic theoretical language with a high to
very high degree of effectiveness |
-applies
oral communication skills (e.g., correct grammar and sentence structure;
rhetorical devices; voice projection; gestures; body language; timing) with a
sound degree of effectiveness -uses academic theoretical language with a sound degree of effectiveness |
-applies
oral communication skills (e.g., correct grammar and sentence structure;
rhetorical devices; voice projection; gestures; body language; timing) with a
moderate degree of effectiveness -uses academic theoretical language with a moderate
degree of effectiveness |
-uses
little application of oral
communication skills (e.g., correct grammar and sentence structure;
rhetorical devices; voice projection; gestures; body language; timing) -does not use academic theoretical language |
|
Application |
-
organizes researched ideas and information coherently with a high to very
high degree of effectiveness (visuals) |
- organizes researched ideas and information
coherently with considerable effectiveness (visuals) |
- organizes researched ideas and information
coherently with moderate effectiveness (need more visual evidence) |
- organizes researched ideas and information
coherently with insufficient effectiveness (little to no visual evidence) |
Comments:
IDP 4U1 Honours Thesis
The Real Debates: Peer Assessment
INSTRUCTIONS
1. Each
team will complete a peer assessment and awards “points” to debaters
throughout the debates.
|
Name:
FOR (Yes) |
POINTS AWARDED |
Name:
AGAINST (NO) |
POINTS AWARDED |
|
1. |
|
1. |
|
|
2. |
|
2. |
|
|
TOTAL |
TOTAL |
||
|
COMMENTS |
COMMENTS |
IDP 4U1 Honours Thesis
REAL
DEBATE TOPIC LIST
Monk,
Richard. TAKING SIDES: Clashing Views
on Controversial Issues in Crime and Criminology, Sixth Edition
|
Issue |
Group
Members (4) |
|
1. Is Crime always functional? |
|
|
2. Does Rap Music Contribute to
Violent Crime? |
|
|
3. Does IQ Contribute
Significantly to Crime? |
|
|
4. Should Juvenile Courts be
Abolished? |
|
|
5. Do More Guns lead to Less
Crime? |
|
|
6. Is the Segregation of HIV
Positive Inmates Ethical? |
|
|
7. Should Serial Killers and
Violent Sexual Offenders be Quarantined? |
|
|
8. Is Capital Punishment Bad
Policy? |
|
Slife, Brent. TAKING SIDES:
Clashing Views on Controversial Psychological Issues, Twelfth Edition
|
Issue |
Group
Members (4) |
|
1. Should Animals be Used in
Psychological Research? |
|
|
2. Does Spanking Lead Children
to Become More Violent? |
|
|
3. Does Viewing Television
Increase Aggression? |
|
|
4. Do Rewards Facilitate
Learning? |
|
|
5. Does Electroshock Therapy
Cure Depression? |
|
|
6. Does Religious Commitment
Improve Mental Health? |
|
Paul,
|
Issue |
Group
Members (4) |
|
1. Are Humans Naturally Either Male
or Female? |
|
|
2. Is Fetal Sex Selection
Harmful to Society? |
|
|
3. Is Gender the Most Critical
Factor in the Recent Spate of School Shootings? |
|
|
4. Is Gender Variation a
Psychological Illness? |
|
|
5. Can Women’s Sexuality Be Free
From Traditional Gender Constraints? |
|
Alexander,
Alex, Hanson, Jarson.
TAKING SIDES: Clashing Views on Controversial in Mass Media and
Society Issues, Seventh Edition
|
Issue |
Group
Members (4) |
|
1. Are American Values Shaped by
Mass Media? |
|
|
2. Is Television Harmful to
Children? |
|
|
3. Is Emphasis on Body Image in
the Media Harmful to Females Only? |
|
|
4. Should Tobacco Advertising Be
Restricted? |
|
|
5. Is Advertising Ethical? |
|
|
6. Is Negative Campaigning Bad
for the American Political Process? |
|
|
7. Do the Media have Liberal
Bias? |
|
|
8. Will Technology Change Social
Interaction? |
|
The Real Debate Format (32 minutes)
Opening Statements
Yes:
2 Minutes
No:
2 Minutes
_____________________________________
1st Argument
Yes:
3 Minutes
Rebuttal
No:
1 Minutes
1st Argument
No:
3 Minutes
Rebuttal
Yes:
1 Minutes
______________________________________
2nd Argument
No:
3 Minutes
Rebuttal
Yes:
1 Minutes
2nd Argument
Yes:
3 Minutes
Rebuttal
No:
1 Minutes
______________________________________
Open Debate
8
Minutes
______________________________________
Closing Statements
Yes:
2 Minutes
No:
2 Minutes