1705135936 · Pause

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1705135938 · Volume

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1705135940 · Tone

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1705135942 思辨精英：英语辩论-构筑全球视角 [:1705132466]

1705135943 14.7 Discussion Questions for Chapter 14

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1705135945 · How are elements like stance, eye, contact, facial expression, and gestures important to delivery?

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1705135947 · How should debaters best control eye contact in Western cultures? In Eastern cultures?

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1705135949 · How do elements like speaking rate, pauses, volume, and tone contribute to effective delivery?

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1705135951 思辨精英：英语辩论-构筑全球视角 [:1705132467]

1705135952 14.8 Exercises for Chapter 14

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1705135954 · Exercise 1:

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1705135956 The purpose of this exercise is to allow students to see the effectiveness of their natural manner of delivery and contrast it to their manner of delivery in a debate. Have a student prepare an argument and present the argument to a group of students. Video recording this speech is best, but if this is impossible, comments from the group of students also work well. After the presentation of the argument, ask the students to sit quietly and imagine a very memorable incident in their lives. Tell the students to bring their memories of that incident into the foreground of their consciousness imagining that they were physically present in the time and place that the incident occurred. After they have sat quietly and contemplated this incident, have each student stand and describe the incident to the other group of students. Discuss the differences in delivery between the students’ argumentative speeches and their descriptions of the incident.

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1705135960 · Exercise 2:

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1705135962 Choose an emotion (outrage, triumph, celebration, concern, etc.). Tell a story of a recent news event in which that emotion was central. The goal of the exercise is to have the audience guess the emotion you are expressing through tone, volume, facial expression, etc.

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1705135966 · Exercise 3:

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1705135968 Ask students to prepare an argument for or against a motion. Rather than delivering the argument in a speech, ask the students to first tell the instructor or one other student about the argument in conversation.

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1705135972 Notes

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1705135974 1 Our approach to fallacious arguments and to the criteria for the logical assessment of arguments is completely borrowed from the work of two Canadian Philosophers: Ralph H. Johnson and J. Anthony Blair in their book entitled Logical Self-Defense (2006).

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1705135976 2 Much of this section is based on material from Kay Ann Cassell and Uma Hiremath’s Reference and Information Services in the 21st Century (2006) and Rebecca Sullivan’s Web Research in Academic Libraries (2010).

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1705135978 3 Many library websites provide examples of how to evaluate websites. Sullivan aggregates a number of these, and the information presented here draws heavily from her book.

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1705135980 4 A link: search will find pages that link to a particular page. This allows researchers to examine the interrelationships among web pages. For instance, searching on link www.chinareform.org will return pages that link to China Institute for Reform and Development’s main web page. Researchers can use this information to help determine authority and evidence of potential bias. The help files for a search engine will usually indicate whether the search engine supports this feature.

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1705135985 思辨精英：英语辩论-构筑全球视角 [:1705132468]

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