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Intensive English Program

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Deçemko Resort

Welcome to the 2008 Debate and Citizen Journalism Institute's home page for the Intensive English program! Please check here for assignments and to see the results of your work shared with others. By the end of the three weeks here in Dikili, we hope to have several media projects to showcase.

If you have any questions or comments about this page, please email Jesse at JesseTowsen@gmail.com.
Debate

Debaters! Come here to find materials and to see yourself debating!

Debatepedia Links
EFL Debate Track Curriculum
  • 6/30 - Sunday: Ice Breakers and settling in
  • 6/31 - Monday: Finish Breaking Ice and Introduce Debate
    • Each student creates a picture of where s/he is from and describes it for the class
    • Discussion: What is Debate?
    • Discussion: What Makes a Good Debate Topic?
    • Brainstorm and pick debate topics - first individually, then in small groups and finally as a class
    • Homework: brainstorm arguments for/against the chosen topic, in this case the merits of free education.
  • 7/1 - Tuesday: Writing and Introduction to Argumentation
    • For their chosen social problem, students should write what assets and resources their communities or countries have to help solve those problems. Writing is discussed and corrected by teacher
    • Visual Argumentation Activity: students are divided into two groups and must discuss and present their arguments for/against free education. All arguments are then put on posters and moved juxtaposed next to each other to demonstrate effective argument and refutation.
    • Homework: Write a summary of the two most important issues in the free education debate.
  • 7/2 - Wednesday: Excursion day to Efeses.
  • 7/3 - Thursday: Intro to Karl Popper Debate & Preparing for Weekend Debates
    • Lecture: Intro to the Karl Popper Debate format
    • Discussion: What is Argument? What is refutation?
    • Begin large visual multi-lingual debate glossary. Given that there are several languages spoken in class, translation of key terms is often not possible. To create a visual resource in the classroom for students, through English language explanation, we created a multi-lingual debate glossary on large sheets of paper hung from the wall of the classroom. Key debate vocabulary is now accessible in French, Moldovan, Russian, Turkmen, Romanian, Bulgarian and Bosnian.
    • Choose debate topic for weekend debates. Topic chosen: "Children should be forbidden from using the internet."
    • Lecture: Introduce Case Building
    • Homework: Chapter 9 on Research of Speaking, Listening and Understanding.
  • 7/4 - Friday: Public Speaking & Preparing for Weekend Debates
    • Public Speaking: Students create and present a public speech from the previous written and corrected writing assignment on assets and resources.
    • Discussion on homework and addition of vocabulary terms from the chapter to the Multi-Lingual Debate Glossary.
    • Participants divided into teams and begin building cases
    • Research time in the computer lab.
  • 7/5 - Saturday: Debates
    • Karl Popper debates all day - each participant debates each side of the topic once.
  • 7/6 - Sunday: Free Day
  • 7/7 - Monday: Finish Debates, Improving Case Development, and Grammar
    • Finish Karl Popper debates from Saturday
    • Lecture: Developing better cases
    • Grammar exercise: working in groups, participants correct grammatical mistakes in George Bush public statements.
    • Homework: Chapter 7 on Case Building from Speaking, Listening and Understanding
  • 7/8 - Tuesday: Case Building and Refutation
    • Writing Activity: Participants reflect on what they learned, what they did well, and what they can improve upon from the debates on Saturday/Monday.
    • Practice building cases and plans in small groups on the topic "There should be a world-wide language."
    • After presenting those cases, practice building disadvantages and negative arguments to those cases and plans.
    • Discussion: What is effective refutation?
    • Activity targeting refutation: Participants write an argument on a piece of paper and pass it to their left. That person then refutes it. They then pass that paper one further to the left and that person makes another refutation from a different perspective. This is repeated a third time. The papers are then given back to their original owners. That person then creates a public speech with with the following elements: 1) Introduction, 2) Statement of the original argument, 3) Summary of his/her critics, 4) Response to his/her critics. Speeches are then given.
    • Homework: Chapter 11 on Refutation of Speaking, Listening and Understanding
  • 7/9 - Wednesday: Excursion on boat in the Aegean
  • 7/10 - Thursday: Case Development, Negative Strategy, Refutation and Preparation for Friday/Saturday debates
    • Finish final 3 speeches of Paper Circle activity from Tuesday
    • Discussion on Refutation
    • Add refutation-related vocabulary to Multi-Lingual Debate Glossary
    • Practice Negative strategy: From the plan "Extreme political parties should be banned," participants break into small groups and develop and present a negative strategy. Discussion follows on the relative strengths of each strategy.
    • Afternoon homework: students develop cases on the motion "Safety is More Important than Freedom."
    • Decide debate topic for Friday and Saturday
    • Participants divided into teams and begin preparation.
  • 7/11 - Friday: Research and Debate
    • Computer lab research for Friday evening and Saturday afternoon debates
    • Evening debates on topic: "Abortion should be illegal"
  • 7/12 - Saturday: Debates
    • Debates on topic: "Abortion should be illegal"
  • 7/13 - Sunday: Free Day
Citizen Journalism

Welcome to the Citizen Journalism track of the Intensive Language Program. Check out the student videos at our Intensive English Video Screening Room

Homework Assignments

Assignment #! — Persuasive Writing

Click here to read what students wrote

Assignment #2 — Pre-Production for Your Media Project

Free Software for Creating Public Media
Audacity, an example of Open-Source Software
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Audacity, an example of Open-Source Software

Free and affordable software is essential for citizen journalism, so that any citizen can create media without requiring a professional budget. This kind of software does exist as an alternative to the very expensive professional tools. For example, Adobe's Photoshop can be replaced by Gimp, a free, downloadable, open-source image manipulation program. Another alternative would be to use a program built into your computer's operating system. For example, instead of using Final Cut Pro or Avid for video editing, you can use iMovie if your computer has a Mac OS, or Windows Movie Maker if you have a Windows OS. Open-Source Software

For a complete list of Open-Source Software pages, view Category:Open-Source Software
  • Open Office is a productivity suite that can be used for a variety of purposes, including word processing, databases, and presentations.
  • Picasa can be used for digital photography importing and editing.
  • GraphicConverter can be used for organizing, batch editing, and converting digital images.
  • Gimp can be used for image manipulation.
  • SonicStage can be used for audio importing.
  • Audacity can be used for audio editing.
  • KompoZer can be used for web authoring.
  • Scribus can be used for desktop publishing / page layout.
  • Jahshaka can be used for video editing.
Windows Movie Maker logo
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Windows Movie Maker logo

Software Built into Operating Systems

For a complete list of this type of software, view Category:Software Built Into an OS

For Windows OS

For Mac OS

  • iMovie can be used for video editing.
  • iPhoto can be used for basic photo importing and editing.
External Links

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