Telling Examples. Strategic manoeuvring in plenary debates in the European Parliament
Members of Parliament may make use of argumentation from examples to justify policies and legislation. In this contribution I concentrate on how argumentation from example may be used to manoeuvre strategically in plenary legislative debates in the European parliament. As a framework for the analysis of the strategic use of examples in the institutional setting of the European parliament, I shall make use of van Eemeren and Houtlosser’s (1999, 2002) concept of strategic manoeuvring.
Argumentation and debate
Instructor: Dr. Tom Worthen Library 302 4:30-5:45 Office hours: After class and arranged times Phone:435-994-0023 – Cell EMail: tom.worthen@usu.edu No Text Overview of the class The goal of this class is to have you learn about argumentation and to be competent in applying this knowledge. Debate can be an overwhelming activity. Instead of starting with the final product this class will be like putting a puzzle together. Each day we will find a new piece to the puzzle and within a few weeks the puzzle will be completed and you will see how each piece/assignment fits together. If you fail to show up to class you will be missing a piece of the puzzle. The class moves very quickly. Missing class would not be recommended. • The Q after a date means a quiz will be that day. Topic AUG 30 Observe a sample debate SEPT 1 Intro to Argumentation 6 Q1 Research-Defining the Resolution 8 Q2 Propositions of fact, value, policy 13 Q3 AFF and Speaker Responsibilities also Name Quiz 15 Q4 NEG Responsibilities 17 (Sat) Intersquad debate tournament 8 am-1pm for team (20 points extra credit) 20 Q5 Refutation and Rebuttal 20 Speech-A-Thon 7-8:30 pm (10 points extra credit) 22 Q6 Flowing, Delivery (#1 Position statement due) 23-24 NORTHWEST NAZARENE (NAMPA, ID) 27 Q7 Class Debate (non Graded) 29 Class Debate (non Graded) OCT 4 Class Debate (non Graded) 6 No Class 7-8-9 Lewis and Clark College, Portland OR 11 Class Debate (non Graded) 13 Class Debate (non Graded) 18 Discuss Debates (#2 Position statement due) 20 (No class-Friday Schedule)
Arab Uprisings and the Outstanding Return to Democracy: Tunisia as a Model
In the wake of the Middle Eastern crises, the Tunisian case in focus has been doted as a unique phenomenon being that it was the Genesis of the revolution that ultimately spread across the Middle East like wild fire, but has eventually heralded a new dawn as democracy has incidentally returned to the Empire. This literature therefore looks closely at the extent to which the ‘DignityRevolution’ has been instrumental in the Middle East uprisings, which have brought an end to dynastic autocracies. The literature zeros in on the Tunisian uprising which has attracted global concerns, sympathy and has sparked interests in the international arena. The literature finds that the people hold colossal prospect in the uprising and its resultant effect, as it paved the way for the revolutionist to generate, gather and disseminate information on the condition of the entire region to the international community. The people in this context were of utmost importance and played a very crucial role in the creation of awareness, mobilization of protesters and utmost determining the direction of the uprising and also ensuring a speedy return to democratic rule. The paper submits that the role of the people in ensuring that the ruins of the uprising is not left littering around and democracy restored is highly commendable and should be a model for all other Arab countries involved in the revolution.