1. Debating Issues in International Relations 2015-16 Geraldine Ludbrook (A-L) David Newbold (M-Z) Catherine Witherby (A-Z)

2. Course aims 1.To bring your level of General English up to CEFR level C1 or maintain it at this level; 2.To introduce you to the language of argumentation (for and against) in both spoken language – debates – and written language – essays; 3.To introduce you to key terminology and specialist lexis related to diverse fields in current affairs and international relations.

3. . Lettorato: dott.ssa Katy Witherby AIMS 1.to work on writing skills in academic English; 2.to introduce you to the language you will need for the modules in the second semester. These will include: - academic writing: essays, taking and writing from notes, abstracts, - how to argue a case for / against / to express personal opinion, - using and citing sources. TEXT Textbook: Oxford Grammar for EAP (with answers) by Ken Paterson and Roberta Wedge (OUP). ISBN: 978-0-19-432999-6

4. . Lettorato: Witherby TIMETABLE This course is taught on Wednesdays Group A-L: Wednesday 12.15-13.45 Aula Ca' Bottacin B Group M-Z: Wednesday 14.00-15.30 Aula Ca' Bottacin B You can attend either in semester I or in semester II

5. . Module - format Lessons will be based on debates on issues of international interest. Each issue will be presented by a group of five students, but the whole class will be expected to participate in the debate. There are suggested motions for debate on our ISA sites. You are welcome to propose other topics in the area of international relations, but they must be approved by us. If you need ideas for your topics, read newspapers and magazines and related websites. You can also look at http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/ http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/ Form your group of five, choose a topic and sign up during I semestre. We will be holding 1 debate per class, and if you don’t fit into the 14 weeks of the course, you will need to do the exam.

6. . Why debate?  Encourages critical thinking  Helps you learn to persuade people  Helps you understand how others are trying to persuade you  Promotes flexibility of thought and open-mindedness These are useful skills both for everyday life, academic study, and thinking about politics, religion, cultural issues etc.

7. . Module – debate format BEFORE THE LESSON: Preparing for debate Student A acts as Chair. You will lead the team and ensure that the debate is planned effectively and conducted in an orderly and efficient manner. Student B & C: You will prepare two arguments each FOR the motion. Student D & E: You will prepare two arguments each AGAINST the motion. You can help each other: Drawing up the lexicon Looking up definitions Choosing the best arguments Deciding on order of points to present Making language clear and concrete, but also interesting Oral performance – do a practice run!

8. . Module – debate format RESOURCES ON PREPARING FOR DEBATE Anthony Weston. A Rule Book for Arguments. Hackett, Indianapolis 2009, especially Chapters 1-6, Chapter 9, and Appendix II, Definitions. Explore : http://idebate.org/ for videos, examples of debates for/against, techniques for arguing, ideas and lexishttp://idebate.org/

9. . Module – debate format DURING THE LESSON: Student A (Chair): You will give a short introduction to the topic and explain its relevance to IR. (5 mins) Before we argue, we need to agree on what we are arguing about. So you will need to provide definitions for key words and expressions, and any specialist lexis related to the topic (no more than 10 items) to the class. (5 mins) The class will take a first vote on the motion.

10. . Module – debate format DURING THE LESSON: Student B: You will present your 2 arguments FOR the motion. (10 mins) Student D: You will present your 2 arguments AGAINST the motion. (10 mins) Student C: You will present your 2 arguments FOR the motion. (10 mins) Student E: You will present your 2 arguments AGAINST the motion. (10 mins) CLASS (individually) will take notes during the debate. CLASS (as a whole) will debate the issue (10 mins) CHAIR will re-state the motion, summarise the arguments, and the class will vote again.

11. . ASSESSMENT – Frequentanti Minimum attendance:10 out of 15 module lessons Lettorato: 1.Academic essay written in class Module: 1. Individual oral presentation of the topic or motion during debate. 2. Individual written presentation of the topic or motion. 3. Oral participation in class debates. Written exam: 1 argumentative essay on issue chosen from 5 alternatives.

12. . ASSESSMENT – criteria Important features of your oral and written work: Individual debate and essays: - Clarity and incisiveness of points made; - Organised, rational argument; - Use of resources. Chair: - Clarity, impartiality, keeping the debate on time and on topic Class debate: - Active participation.

13. . ASSESSMENT – Non frequentanti Fewer than 10 out of 15 module lessons attended Written exam 1. Students write 2 argumentative essays on issues chosen from 5 alternatives. 2. Students take notes while listening to an audio / visual recording; they then write a summary of the news item / documentary. Oral exam This is a paired exam. Both students are given a topic and a few minutes to prepare together. Student A presents an argument for the motion. Student B presents an argument against the motion. Students together debate the thesis and present their personal opinion.

14. . Contacts Geraldine Ludbrook: ludbrook@unive.itludbrook@unive.it David Newbold: newbold@unive.itnewbold@unive.it Catherine Witherby: cwitherby@unive.itcwitherby@unive.it