Lesson 6

By the end of this lesson, students will learn to use the sixth Key of Reasoning in debating, i.e. Supporting Information.

Lead-in: Round-the-table Talk

1. Share your authentic examples of using supporting information in favour of a standpoint.

2. Use the concept formation steps, more likely the last two would be the focuses (i.e. listing, grouping, labeling, regrouping and synthesising) to classify the information into two types.

A Game of Persuasion

1. Debate as the Affirmative and Opposition.

2. The Affirmative has to persuade the teacher to put milk and sugar into a cup of tea.

3. The Opposition needs to talk him/her into putting soy sauce into the tea instead.

4. Reflect on what techniques were used in the game.

How can information be used to convince the audience to take the same side with you?

Paul’s Elements of Reasoning

Prior Knowledge:

Key 1 – Issue

Key 2 – Purpose

Key 3 – Points of view

Key 4 – Assumptions

Key 5 – Concept

Paul’s Elements of Reasoning (Key 6)

1. What information do you need to settle the question?

2. What evidence do you need to have to support this claim?

3. What information are you using in coming to that conclusion?

More advanced:

4. What would be an example?

5. How do you know?

6. Why do you think that is true?

7. What other information do you need?

8. What difference does that make?

9. What are your reasons for saying that?

10. Are these reasons adequate?

11. What led you to that belief?

12. How does that apply to this case?

13. Is there a reason to doubt that evidence?

14. Who is in a position to know that is true?

15. Can someone else give evidence to support that view?

16. How could we find out if that is true?

Strengths and Weaknesses of Primary and Secondary Information

Investigatory Panels

1. Introduce a topic, e.g. Eating Without Killing

•http://www.bbc.co.uk/ethics/animals/using/eating_1.shtml

•http://www.wordwiz72.com/veg.html

•http://www.debate.org/opinions/should-humans-stop-eating-animals-and-become-vegetarians

•http://animalrights.about.com/od/animalrights101/tp/ArgumentsAgainstAR.htm

Investigatory Panels

1. Introduce a topic, e.g. Eating Without Killing

2. Work in groups.

3. Find examples of common opinion, expert opinion and statistics from the material and evaluate the credibility of the source material.

Investigatory Panels

Which is more credible?

For example, is a brochure from the World Health Organisation or a newspaper article from a Sunday tabloid more credible?

Investigatory Panels

In what way do you think the writer/the speaker uses information convincingly?

In what way do you think the information is used insufficiently?

Investigatory Panels

1. Now you have two minutes to argue one side of each resolution on the topic.

2. When you hear the word ‘Switch’, you must argue the other side of the resolution.

Take-home Job

1. Reflect on the six Keys of Reasoning you have learned so far in your journal and reach a conclusion of their learning.

2. Reflect in any way you like. Refer to the guiding questions if needed: http://www.medaille.edu/files/pdf/academics/internships-guidelines-for-journal-writing.pdf