Reading to Connect III: Making Impacts
Reading skills and strategies are extremely important and helpful for increasing reading efficiency. However, acquiring reading skills and strategies is not just about the intake of information; the acquisition is just the first step. What comes next is even more important. Informed readers avail themselves of what they learn through reading to develop their own opinions or stances on a topic and have a dialogue with others.
The purpose of this course is for students to apply reading skills and strategies to researching current event topics, developing their own opinions and positions based on their research, and constructing, analyzing, and delivering arguments in a structured format. Students will research a variety of current events, with an emphasis on analyzing the multiple sides or opinions related to these events. Students will then be instructed on how to communicate arguments to a specific audience and to defend those arguments when challenged.
This course will cover a variety of current events that students will find interesting and relevant. These events address social, cultural, and political issues, most of which cover controversial topics, such as warfare and pornography. Not only will these issues increase students’ awareness of current events, but they will serve as a backdrop to engage students in learning more about these events and to develop and defend their own opinions.
Core Competencies (CC)
Upon completion of this course, students will be able to demonstrate
CC 1: independent judgment and ability to innovate
CC 2: professional knowledge and skills
CC 3: communicative and team skills
Course Objective—Course Intended Learning Outcome (CILO)
Upon completion of the course, students will be able to
|CILO 1:||critically evaluate and analyze a variety of texts (CC 1, 2 & 3)|
|CILO 2:||develop and support positions and opinions based on published facts, reasoning, and an understanding of multiple perspectives of a topic (CC 1,2, & 3)|
|CILO 3:||make and defend an effective argument in a structured debate (CC 1, 2 & 3)|
|CILO 4:||negotiate work and opinions within a team while researching current events and developing and supporting arguments (CC 2 & 3)|
|CILO 5:||evaluate the effectiveness and persuasiveness of arguments (CC 1, 2, &3)|
|1||Introduction||• Course overview
• Reading Strategies
|2||Types of texts and documents||• The research process
• Media Bias
• Evaluating Sources
|3||Should we legalize marijuana? How should we treat other drugs?||• Reading the “other” side|
|4||• Synthesizing different opinions|
|5||Debates: What, When, & How||• Debate Structure
• How to deliver oral arguments
|6||• Debate workshop 1|
|7||• In class debate task 1|
|8||Is pornography sexist? Should it be regulated?||• Traditional vs. non-traditional sources|
|9||• Language and sensitive topics|
|10||Debate with Impacts||• Debate workshop 2|
|11||• In class debate task 2|
|12||The Ukraine – Russia Conflict: Where can we go from here?||• Propaganda, fake news, and misinformation|
|13||• Vivid language|
|14||Global Health Challenges: COVID 19 and Its Aftermath||• Scientific vs. Popular research|
|15||• Debate workshop 3|
|16||Debate with Impacts||• In class final debate|
**英文程度為CEFR B2, TOEIC 785, TOEFL iBT 72, IELTS 6.5（或以上） **
(English Language Proficiency: CEFR B2, TOEIC 785, TOEFL iBT 72, IELTS 6.5 or above)
1. Active participation in class is required.
2. No more than 3 absences are permitted.
3. No late assignment will be accepted.
一、Required Reading (Please list the reading on a weekly basis)
|2||Types of texts and documents||• Morrow & Westin, pp. 146-171|
|3||Should we legalize marijuana? How should we treat other drugs?||• National Institute on Drug Abuse. “Marijuana: Facts for Teens.” 2001.
• Rey, Joseph M., and Christopher C. Tennant. “Cannabis and Mental Health.” British Medical Journal (2002): 1183-4.
|4||• Becker, Howard S. “Becoming a Marijuana User.” American Journal of Sociology (1953): 235-242|
|5||Debate and Argument||• Morrow & Weston, pp. 27-50|
|6||• Morrow & Westin, pp. 50-76|
|8||Is pornography sexist? Should it be regulated?||• Dworkin, Andrea. “Pornography Happens to Women.” Speech presented at Speech, Equality and Harm: Feminist Legal Perspectives on Pornography and Hate Propaganda. University of Chicago Law School, March 6, 1993.|
|9||• McElroy, Wendy. “Banning Pornography Endangers Women.” International Society for Individual Liberty pamphlet.|
|10||Oral Arguments||• Morrow & Westin, pp. 322-353|
|12||The Ukraine – Russia Conflict: Where can we go from here?||• Masters, pp. 1-11; CRS, pp. 1-41.|
|14||Global Health Challenges: COVID 19 and Its Aftermath||• Papademetriou, pp. 1-64|
Texts used in this course:
- Becker, H. S. (1953). Becoming a Marijuana User. American Journal of Sociology, pp. 235-242.- Dworkin, A. (March 6, 1993). Pornography Happens to Women. Speech presented at Speech, Equality and Harm: Feminist Legal Perspectives on Pornography and Hate Propaganda.
- McElroy, W. Banning Pornography Endangers Women. ISIL Educational Pamphlet series. Benicia, CA: International Society for Individual Liberty.
- National Institute on Drug Abuse (2001). Marijuana: Facts for Teens. Department of Health Republic of South Africa Directorate: Mental Health and Substance Abuse.
- Papademetriou, D. (2020). Managing the Pandemic and its Aftermath: Economy, Jobs, and International Migration in the Age of COVID-19. Washington, DC: Migration Policy Institute.
- Rey, J. M., & Christopher C. T. (2002). Cannabis and Mental Health. British Medical Journal, pp. 1183-4. doi: 10.1136/bmj.325.7374.1183.
Books used in this course:
- Barnet, S., Bedau, H. A., & O’Hara, J. (2020). Current issues and enduring questions: A guide to critical thinking and argument, with readings. Bedford/St. Martins.
- Morrow, D. R., & Weston, A. (2019). A workbook for arguments: A complete course in critical thinking. Hackett Publishing Company.
二、Extended Readings (Please list the reading on a weekly basis)
In addition to assigned readings, students will be responsible for researching and finding texts related to each current event topic.
Grading and Assessment
|Assessment & Weighting||CCs to Be Addressed||CILOs to Be Addressed||Descriptions of Assessment Tasks|
|Assignment 30%||1 & 2||1, 2, 3 & 5||For each current event topic covered in class, students will research the topic, as well as the various positions and perspectives on the topic. Students will then identify 2 texts found through their research process that can serve as evidence or support for two different positions on the topic. Once these texts are identified, students will write a short report supporting the validity of each of these texts.|
|Debates 45%||1, 2 & 3||1, 2, 3, 4 & 5||Students will work in groups to prepare for 3 complete debates. Each debate will involve orally presenting and defending their arguments. In addition, students will be evaluating and criticizing their opponent’s arguments|
|Classroom participation & In class tasks
|1, 2 & 3||4||Based on students’ participation in class discussions and learning tasks and their attendance.|
|No more than 3 absences are permitted.|