Wednesday, June 29, 2016

DEBATE (NEW TOPIC)

STUDENTS: *Print this and put it in your folder.


Debate is contention in argument; strife, dissension, quarrelling, controversy; especially a formal discussion of subjects in front of a public assembly or legislature, in Parliament or in any deliberative assembly.
Debate is a method of formally presenting an argument in a disciplined manner. Through logical consistency, factual accuracy and some degree of emotional appeal to the audience are elements in debating, where one side often prevails over the other party by presenting a superior "context" and/or framework of the issue. The outcome of a debate may depend upon consensus or some formal way of reaching a resolution, rather than the objective facts. In a formal debating contest, there are rules for participants to discuss and decide on differences, within a framework defining how they will interact.

Debating is carried out in debating chambers and assemblies of various types to discuss matters and to make resolutions about action to be taken, often by voting. Deliberative bodies such as parliaments, legislative assemblies, and meetings of all sorts engage in debates. In particular, in parliamentary democracies a legislature debates and decides on new laws. Formal debates between candidates for elected office, such as the leaders debates that are sometimes held in democracies. Debating is also carried out for educational and recreational purposes, usually associated with educational establishments and debating societies. The major goal of the study of debate as a method or art is to develop the ability to debate rationally from either position with equal ease.

Informal and forum debate is relatively common, shown by TV shows such as the Australian talk show, Q&A, the quality and depth of a debate improves with the knowledge and skills of its participants as debaters. The outcome of a contest may be decided by audience vote, by judges, or by some combination of the two.

Although debating in various forms has a long history, and can be traced back to the philosophical and political debates of Ancient Greece, such as Athenian democracy, modern forms of debating and the establishment of debating societies occurred during the Age of Enlightenment in the 18th century.

Debating teams are often helpful to high school students in teaching the writing process, as well as in teaching rhetoric.

Debating societies emerged in London in the early eighteenth century, and soon became a prominent fixture of national life. The origins of these societies are not certain in many cases however, by the mid-18th century, London fostered an active debating society culture. Debating topics covered a broad spectrum of topics while the debating societies allowed participants from both genders and all social backgrounds, making them an excellent example of the enlarged public sphere of the Age of Enlightenment. Debating societies were a phenomenon associated with the simultaneous rise of the public sphere, a sphere of discussion separate from traditional authorities and accessible to all people that acted as a platform for criticism and the development of new ideas and philosophy.

Friday, June 17, 2016

HOMEWORK. *Study this and the information about introspection for the test.

FIND OUT THE DEFINITION OF THE SPEECH TERMS LISTED BELOW.


  1. introduction
  2. retorical question
  3. quotation
  4. narrative
  5. link
  6. thesis statement 
  7. preview statement 
  8. body (text)
  9. outline
  10. porpuse statement
  11. subordination
  12. main heading 
  13. supporting ideas, details, materials
  14. transition words
  15. chronological pattern
  16. cause effect pattern
  17. problem solution pattern 
  18. climatic pattern. *order of inportance.
  19. spatial pattern. *depends on the physical position. 

Wednesday, June 15, 2016

INTROSPECTION TOPICS *these are ideas that you can change.


  1. How old would you be if you dont know how old you are?
  2. Whic is worse4, failing or never trying?
  3. When it is all said and done, will you have said more than you have done?
  4. What is the one thing you´d most like to change about the world?
  5. Are you doing what you believe in, or are you settling for what you are doing?
  6. To what degree have you actually controlled the course yourlife has taken?
  7. Are you more worried about doing things roght, or doing the roght things?
  8. If you could pffer a newborn child only one piece of avdive, what would it be?
  9. Would you break the law to save a loved one?
  10. Have you ever seen insanity where you later saw creativity? 

Tuesday, June 14, 2016

Oral Presentation/ Evaluation Criteria

INSTITUTO PANAMERICANO-DAVID                 NAME: ___________________________
                                                                                DATE: ___________________________
PROF. RODRIGUEZ                                                 TOTAL POINTS:       /40


CATEGORY
4
3
2
1
Preparedness
Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
Student does not seem at all prepared to present.
Listens to Other Presentations
Listens intently. Does not make distracting noises or movements.
Listens intently but has one distracting noise or movement.
Sometimes does not appear to be listening but is not distracting.
Sometimes does not appear to be listening and has distracting noises or movements.
Speaks Clearly
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.
Often mumbles or can not be understood OR mispronounces more than one word.
Uses Complete Sentences
Always (99-100% of time) speaks in complete sentences.
Mostly (80-98%) speaks in complete sentences.
Sometimes (70-80%) speaks in complete sentences.
Rarely speaks in complete sentences.
Posture and Eye Contact
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches and/or does not look at people during the presentation.
Content
Shows a full understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
Collaboration with Peers
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Volume
Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Volume often too soft to be heard by all audience members.
Comprehension
Student is able to accurately answer almost all questions posed by classmates about the topic.
Student is able to accurately answer most questions posed by classmates about the topic.
Student is able to accurately answer a few questions posed by classmates about the topic.
Student is unable to accurately answer questions posed by classmates about the topic.
Vocabulary
Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.
Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.
Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.
Uses several (5 or more) words or phrases that are not understood by the audience.
Total Points

               /40






Speech Outline / Evaluation Criteria * IF YOU WANT YOU CAN PRINT THIS.

INSTITUTO PANAMERICANO- DAVID.            NAME: ___________________________
                                                                              DATE: ___________________________    
PROF. RODRIGUEZ                                             TOTAL POINTS:       /32

CATEGORY
4
3
2
1
Title 
Outline is given a title that is relevant to the topic; title is written correctly
Exceeds
Contains all of the elements described; excellent work
Proficient
Contains most of the elements described; good work
Progressing
Contains some of the elements described, but not all; there is room for improvement
Beginning
Contains none or few of the elements described
Introduction, Body and Conclusion 
Sections for the Introduction, Body, and Conclusion are identified with Roman Numerals
Exceeds
Contains all of the elements described; excellent work
Proficient
Contains most of the elements described; good work
Progressing
Contains some of the elements described, but not all; there is room for improvement
Beginning
Contains none or few of the elements described
Main Ideas 
Capital letters are used correctly to identify main ideas; if one capital letter is used, another is included
Exceeds
Contains all of the elements described; excellent work
Proficient
Contains most of the elements described; good work
Progressing
Contains some of the elements described, but not all; there is room for improvement
Beginning
Contains none or few of the elements described
Sub points/details 
Numbers are used correctly to identify sub points; if sub points or details are included, at least two are given
Exceeds
Contains all of the elements described; excellent work
Proficient
Contains most of the elements described; good work
Progressing
Contains some of the elements described, but not all; there is room for improvement
Beginning
Contains none or few of the elements described
Introduction 
Introduction is written out in complete sentence. It includes a "hook" and a thesis statement.
Exceeds
Contains all of the elements described; excellent work
Proficient
Contains most of the elements described; good work
Progressing
Contains some of the elements described, but not all; there is room for improvement
Beginning
Contains none or few of the elements described
Body Content 
There are at least 3 supporting main points and one rebuttal to the opposing view
Exceeds
Contains all of the elements described; excellent work
Proficient
Contains most of the elements described; good work
Progressing
Contains some of the elements described, but not all; there is room for improvement
Beginning
Contains none or few of the elements described
Conclusion 
Conclusion is written in complete sentences and summarizes the main supporting points. Also, there is a call to action.
Exceeds
Contains all of the elements described; excellent work
Proficient
Contains most of the elements described; good work
Progressing
Contains some of the elements described, but not all; there is room for improvement
Beginning
Contains none or few of the elements described
Cited Research 
There are at least 3 sources cited and written in the correct format.
Exceeds
Contains all of the elements described; excellent work
Proficient
Contains most of the elements described; good work
Progressing
Contains some of the elements described, but not all; there is room for improvement
Beginning
Contains none or few of the elements described
Total Points

               /32






ITROSPECTION (print and put this in your folder)



(From Latin introspicere, “to look within”), the process of observing the operations of one’s own mind with a view to discovering the laws that govern the mind. In a dualistic philosophy, which divides the natural world (matter, including the human body) from the contents ofconsciousness, introspection is the chief method of psychology. Thus, it was the method of primary importance to many philosophers—including Thomas Hobbes, John Locke, George Berkeley, David Hume, James Mill, John Stuart Mill, and Alexander Bain—as it was to the 19th-century pioneers ofexperimental psychology, especially Wilhelm Wundt, Oswald Külpe, andEdward Bradford Titchener.
To all these men, the contents of consciousness appeared to be immediate experience: to have an experience was to know that one has it. In this sense, introspection appeared to be self-validating; it could not lie.
Wundt and his disciple Titchener believed that introspection finds in consciousness a dynamic mixture of essentially sensory materials—sensations proper, images, and feelings that closely resemble sensations. Known asclassical introspection, this view remained popular only as long as Titchener continued to expound it. Many other psychologists found different kinds of content in consciousness. The German philosopher Franz Brentano saw consciousness as constituted of both sensory contents and more-impalpable acts.
Introspection generally provides a privileged access to our own mental states, not mediated by other sources of knowledge, so that individual experience of the mind is unique. Introspection can determine any number of mental states including: sensory, bodily, cognitive, emotional and so forth.

Introspection has been a subject of philosophical discussion for thousands of years. The philosopher Plato asked, "…why should we not calmly and patiently review our own thoughts, and thoroughly examine and see what these appearances in us really are?" While introspection is applicable to many facets of philosophical thought it is perhaps best known for its role in epistemology, in this context introspection is often compared with perception, reason, memory, and testimony as a source of knowledge.