Task 1. In a group make a mind map of the word “persuasion”. Think of the methods that one can use to persuade the others.

UNIT 4. PROPAGANDA

LEAD-IN

Task 1. In a group make a mind map of the word “persuasion”. Think of the methods that one can use to persuade the others.

Watch the video “Science of Persuasion” (track 4-1)and do the following tasks:

- name the main 6 shortcuts of making people do what you want;

(a) R_ _ _ _ _ _ _ _ _Y

(b) S_ _ _ _ _ _ y

(c) A_ _ _ _ _ _ _y

(d) C_ _ _ _ _ _ _ _ _ y

(e) L_ _ _ _ g

(f) C_ _ _ _ _ _ _s

 

- match the shortcuts with their explanations:

	To put people want more of those things they can have less of. It's not enough simply to tell people about the benefits they'll gain if they choose your products and services. You'll also need to point out what is unique about your proposition and what they stand to lose if they fail to consider your proposal
	activated by looking for and asking for small initial commitments that can be made
	obligation to give when you receive. The key to using the principle of reciprocation is to be the first to give and to ensure that what you give is personalized and unexpected
	People prefer to say yes to those that they like. There are three important factors: we like people who are similar to us we like people who pay us compliments and we like people who cooperate with us towards mutual goals
	People will look to the actions and behaviors of others to determine their own. We can point to what many others are already doing especially many similar others
	the idea that people follow the lead of credible knowledgeable experts. at it's important to signal to others what makes you a credible knowledgeable authority before you make your influence attempt

 

- think of examples of these shortcuts in different spheres of life;

- have you ever noticed that you are influenced like this? How do you respond to such methods of persuasion?

Task 4. Find information about the following concepts and get ready to discuss the questions below.

1. What is public opinion? How can it be shaped or influenced?

2. What is promotion of ideas?

3. How do you understand the phrase “manipulation of collective consciousness”?

TEXT FOCUS

Task 1. Read the text carefully paying special attention to the words and word-combinations in bold.

Propaganda and Persuasion

Persuasion as a subset of communication is usually defined as a commu­nicative process to influence others. A persuasive message has a point of view or desired behavior for the recipient to adopt in a voluntary fashion.

What happens is that the recipient of the persuasive interaction relates to, or contrasts the message with, his or her existing repertoire of information, beliefs, attitudes, and experiences. The process of persuasion is an interactive one in which the recipient fore­sees the fulfillment of a personal or societal need or desire if the persuasive purpose is adopted. The persuader also has a need fulfilled if the persuadee accepts the persuasive purpose. Because both persuader and persuadee stand to have their needs fulfilled, persuasion is regarded as more mutually satisfy­ing than propaganda.

There are three different forms of response to Persuasion. First is response shaping. This is similar to learning, wherein the per­suader is a teacher and the audience is a student. A persuader may attempt to shape the response of an audience by teaching it how to behave and offer positive reinforcement for learning. If audience responses favorable to the persuader’s purpose are reinforced by rewards to the audience, positive atti­tudes are developed toward what is learned.

Second is response reinforcing. If the people in the audience already have positive attitudes toward a subject, the persuader reminds them about the positive attitudes and stimulates them to feel even more strongly by demon­strating their attitudes through specified forms of behavior. Much persua­sion in today’s society is response reinforcing (e.g., blood drives, fund-rais­ing, pep rallies, helping others), but people have to be motivated to go out and do these things year after year. Very little controversy surrounds these situations, but people’s emotional needs have to be aroused to get them to get out and give blood or money or team support and other activities requir­ing effort, time, and money.

Third is response changing. This is the most difficult kind of persuasion because it involves asking people to switch from one attitude to another (“Support universal health care”), to go from a neutral position to a positive or negative one (“Support the community’s recycling program”), to change behavior (“Practice safe sex”), or to adopt a new behavior (“Host an inter­national student for the summer”). People are reluctant to change; thus, to convince them to do so, the persuader has to relate the change to something in which the persuadee already believes. This is called an anchor because it is already accepted by the persuadee and will be used to tie down new atti­tudes or behaviors. An anchor is a starting point for change because it rep­resents something already widely accepted by potential persuadees. Anchors can be beliefs, values, attitudes, behaviors, and group norms.

Glittering Generality

Glittering generalities are really name-calling in reverse. Name-calling uses words with bad connotations; glittering generalities are words with good connotations—“virtue words,” as the Institute for Propaganda Analysis has called them. The institute explains that while name-calling tries to get us to reject and condemn someone or something without examining the evidence, glittering generalities try to get us to accept and agree without examining the evidence.

Glittering generalities tenden to associate an issue or image with a noble or virtuous term. This use of vague terms, typically with high moral connotations, is the key to the glittering generality. The device is intended to arouse both faith and respect in listeners or readers. The exact meanings of these glittering terms as presented are literally impossible to define, hence the vagueness of the generalities.

We believe in, fight for, live by “virtue words” which we feel deeply about: “justice,” “motherhood,” “the American way,” “our Constitutional rights,” “our Christian heritage.” These sound good, but when we examine them closely, they turn out to have no specific, definable meaning. They just make us feel good. Senator Yakalot uses glittering generalities when he says, “I stand for all that is good in America, for our American way and our American birthright.” But what exactly is “good for America”? How can we define our “American birthright”? Just what part of the American society and culture does “our American way” refer to? Glittering generalities can be a powerful tool by maintaining a semblance of valid information flow.

These generalities present information with minimal details camouflaging contentious ideas and possibly distorting facts. These may be used too by people who seek to muzzle freedoms and democratic governance.

Image Transfer

When one takes the power, respect, or good reputation bestowed on an existing entity or concept, and then attempts to share these positive qualities through association with a product, individual/group, or position/program, the perpetrator is hoping to benefit through the phenomenon known as image transfer.

In transference, the use of images is the key. The cross seen in Christian churches is omnipresent and immediately symbolizes Christianity along with the many teachings and the power of the church. This symbol stirs emotions. Immediately one thinks of a complexity of feelings we have with respect to church.

A better name for the transfer device is guilt (or glory) by association. In glory by association, the propagandist tries to transfer the positive feelings of something we love and respect to the group or idea he wants us to accept. “This bill for a new dam is in the best tradition of this country, the land of Lincoln, Jefferson, and Washington,” is glory by association at work. Lincoln, Jefferson, and Washington were great leaders that most of us revere and respect, but they have no logical connection to the proposal under consideration—the bill to build a new dam. Senator Yakalot uses glory by association when he says full-sized cars “have always been as American as Mom’s apple pie or a Sunday drive in the country.”

The process works equally well in reverse, when guilt by association is used to transfer our dislike or disapproval of one idea or group to some other idea or group that the propagandist wants us to reject and condemn.

Testimonial

A testimonial is when a distinguished or recognized person is used to cast a product, individual/group, or position/program in either a positive or negative light.

Worldwide, we often see images of politicians and government officials visiting sites of battle or memorials to war victims. British Prime Minister Margaret Thatcher visited the Falklands Islands in January 1983, in the aftermath of that war. For Thatcher, the 1982 war attributed to a dramatic change in her political image, leading to a landslide victory in the 1983 elections and eight additional years in office.

To further exemplify testimonial usage, we turn to advertising, where celebrity affiliations may be arranged. Business activities benefit from arranged ties with personalities, events, or venues. There is solid evidence that suggests that celebrity endorsements (both compensated and uncompensated) can skyrocket a product from relative obscurity to nationwide recognition. The Oprah Effect is probably the best-known example of celebrity-induced rise to commercial fame. Oprah is so influential that she has a Midas-like touch: any product she mentions on her show or bills as one of her “Favorite Things” and any book she selects for her book club gain the attention of millions. Just like some YouTube videos, these products go viral. People want them, think that they need them, and buy them. When Oprah selected Leo Tolstoy’s Anna Karenina for her book club in 2004, the 19^th-century novel reached #1 on USA Today’s Best-Selling Books list.

Plain Folks

The use of plain folks comes in when a communicator wishes to convince others that they or their ideas are good or valid since they are similar to everyone else, just everyday ordinary people. The plain-folks appeal is at work when candidates go around shaking hands with factory workers, kissing babies in supermarkets, and sampling pasta with Italians, fried chicken with Southerners, bagels and blintzes with Jews. “Now I’m a businessman like yourselves” is a plain-folks appeal, as is, “I’ve been a farm boy all my life.” America's recent presidents have all been millionaires, but they have gone to great lengths to present themselves as ordinary citizens. Bill Clinton ate at McDonald's and confessed a fondness for trashy spy novels. George Bush Sr. hated broccoli, and loved to fish. Ronald Reagan was often photographed chopping wood, and Jimmy Carter presented himself as a humble peanut farmer from Georgia.

The irrelevancy of the plain-folks appeal is obvious: even if the man is “one of us” (which may not be true at all), that doesn’t mean that his ideas and programs are sound—or even that he honestly has our best interests at heart. As with glittering generalities, the danger here is that we may mistakenly assume we are immune to this appeal.

Card stacking

Some questions are so multifaceted and complex that no one can make an intelligent decision about them without considering a wide variety of evidence. One selection of facts could make us feel one way and another selection could make us feel just the opposite. Card stacking is a device of propaganda which selects only the facts that support the propagandist’s point of view, and ignores all the others.

It is a selection of facts and distortions, elucidations and confusions, and both logical and illogical statements. Put another way, the propagandist stacks cards against the truth. It is also the most difficult to detect, for not all information has been provided, through distortion or omission, for the audience to make an informed decision.

Bandwagon Approach

The bandwagon approach involves utilization of a notion that ‘‘Everybody is doing it,’’ or ‘‘We are all doing it,’’ so that group members are encouraged to just join or follow the crowd. This call to “get on the bandwagon” appeals to the strong desire in most of us to be one of the crowd, not to be left out or alone. Advertising makes extensive use of the bandwagon appeal. (“join the Pepsi people”), but so do politicians (“Let us join together in this great cause”).

‘‘You’re either with us or against us’’ is the battle cry often heard in times of national crisis when criticism of the status quo is being discouraged. Such was the mentality when war protesters against the Vietnam War were faced with the criticism, ‘‘America, love it or leave it’’ during the 1960s and 1970s. Another slogan based on strong feelings of nationalism is ‘‘My country, right or wrong.’’

Such a reaction denies the very foundations upon which the republic had been established. British journalist G. K. Chesterton (1902) observed ‘‘‘My country, right or wrong’ is a thing no patriot would ever think of saying except in a desperate case. It is like saying ‘My mother, drunk or sober.’’’

The slogan ‘‘Four out of five dentists use this toothpaste’’ is a form of bandwagoning. Bandwagoning also appeals mostly to those who are ‘‘joiners’’; they join ‘‘because everyone else is.’’ Additional examples are the profuse use of flags, ‘‘support our troops’’ bumper stickers, or magnetic pro-troop and anticancer ribbons that people place on their automobiles.

***

Propaganda is a long-established communication technique employed for public opinion manipulation. It has been in use for centuries and affects communication both domestically and abroad. Advances in communication technologies have made propaganda even more pervasive today.

Government leaders, to mould public opinion on international issues in domestic circles or to influence matters abroad, often use propaganda. It also has been used by nongovernmental entities seeking to access global communication channels for the purpose of public opinion formation or manipulation.

Not only governments, or those attempting to sway opinion making of governments, use propaganda, but public relations practitioners who may serve as agents of these parties use it as well. In modern times, these public relations campaigns have become more complicated under the rubric of public diplomacy as governments make efforts to sway public opinion through less obvious and sometimes coercive techniques of opinion ‘‘management.’’ Advertising, too, is a form of opinion manipulation, and while this falls outside our discussions on propaganda per se, its many methods are ultimately linked to the larger body of knowledge employed by the propagandist.

Communication has become more sophisticated. International terrorists seek access to many of the same communication channels that governments have traditionally sought for opinion manipulation. Some outside the societal mainstream have created catastrophic crimes against humanity and then used the media to fashion their own messages of rebellion and disorder. Marginalized groups likely will continue to seek out such nontraditional forms of persuasion, as they feel disenfranchised by mainstream global governance processes and our social and economic institutions.

Just as we discuss the implementation of various economic, social, and political policies in our countries today, so too might we expand these discussions into areas of political and corporate control of media, and the use of public funds to intentionally mislead individuals at both domestic and international levels. A true democratic system involves active participation by its many members. Using communication media to manipulate or marginalize public involvement goes against the very keystone upon which a democracy is constructed. Along with the need for greater awareness and dialogue comes a corresponding responsibility for our media to become more aggressive and look to lead, not follow, our governments and their actions.

(Based on: “Global Communication and Propaganda” by Richard C. Vincent; “Propaganda and Persuasion” by Garth S. Jowett and Victoria O'Donnell; “Celebrity Endorsements and Twitter: Do we buy things when celebrities tell us to?”)

NOTES

The Institute for Propaganda Analysis (IPA) existed from 1937 to 1941; it closed down because, with war approaching, they couldn't maintain a dispassionate analysis of all propaganda. Their premise was a concern about increasing amounts of propaganda being used on the public. Their goal was to educate the public about propaganda and help them recognize and deal with it. Their concern was that increasing amounts of propaganda would weaken the peoples' ability to analyze and think rationally about issues. One of their efforts involved identifying "seven common propaganda devices" that were commonly used in propaganda materials.

Oprah Winfrey is an American media proprietor, talk show host, actress, producer, and philanthropist. She is best known for her talk show The Oprah Winfrey Show, which was the highest-rated television program of its kind in history and was nationally syndicated from 1986 to 2011 in Chicago, Illinois. Dubbed the "Queen of All Media", she was the richest African American of the 20th century and North America's first multi-billionaire black person and has been ranked the greatest black philanthropist in American history. She has also been sometimes ranked as the most influential woman in the world.

The Falklands War was a ten-week war between Argentina and the United Kingdom over two British dependent territories in the South Atlantic: the Falkland Islands, and its territorial dependency, the South Georgia and the South Sandwich Islands. The conflict began on 2 April 1982 and lasted 74 days ending with the Argentine surrender on 14 June 1982, returning the islands to British control. Diplomatic relations between the United Kingdom and Argentina were restored in 1989 following a meeting in Madrid, at which the two governments issued a joint statement. No change in either country's position regarding the sovereignty of the Falkland Islands was made explicit. In 1994, Argentina's claim to the territories was added to its constitution.

LANGUAGE FOCUS

Task 1. Scan the text again and find all possible word-combinations with the following words. Translate them into Russian:

communication, public opinion, information, response, positive, technique

Propaganda techniques

Name Calling: Propagandists use this technique to create fear and arouse prejudice by using negative words (bad names) to create an unfavorable opinion or hatred against a group, beliefs, ideas or institutions they would have us denounce. This method calls for a conclusion without examining the evidence. Name Calling is used as a substitute for arguing the merits of an idea, belief, or proposal. It is often employed using sarcasm and ridicule in political cartoons and writing.

Glittering Generalities: Propagandists employ vague, sweeping statements (often slogans or simple catchphrases) using language associated with values and beliefs deeply held by the audience without providing supporting information or reason. They appeal to such notions as honor, glory, love of country, desire for peace, freedom, and family values. The words and phrases are vague and suggest different things to different people but the implication is always favorable. It cannot be proved true or false because it really says little or nothing at all.

Transfer: Transfer is a technique used to carry over the authority and approval of something we respect and revere to something the propagandist would have us accept. Propagandists often employ symbols (e.g., waving the flag) to stir our emotions and win our approval. T

Testimonial: Propagandists use this technique to associate a respected person or someone with experience to endorse a product or cause by giving it their stamp of approval hoping that the intended audience will follow their example.

Plain Folks: Propagandists use this approach to convince the audience that the spokesperson is from humble origins, someone they can trust and who has their interests at heart. Propagandists have the speaker use ordinary language and mannerisms to reach the audience and identify with their point of view.

Bandwagon: Propagandists use this technique to persuade the audience to follow the crowd. This device creates the impression of widespread support. It reinforces the human desire to be on the winning side. It also plays on feelings of loneliness and isolation. Propagandists use this technique to convince people not already on the bandwagon to join in a mass movement while simultaneously reassuring that those on or partially on should stay aboard. Bandwagon propaganda has taken on a new twist. Propagandists are now trying to convince the target audience that if they don't join in they will be left out. The implication is that if you don't jump on the bandwagon the parade will pass you by. While this is contrary to the other method, it has the same effect: getting the audience to join in with the crowd.

Card Stacking: Propagandist uses this technique to make the best case possible for his side and the worst for the opposing viewpoint by carefully using only those facts that support his or her side of the argument while attempting to lead the audience into accepting the facts as a conclusion. In other words, the propagandist stacks the cards against the truth. Card stacking is the most difficult technique to detect because it does not provide all of the information necessary for the audience to make an informed decision. The audience must decide what is missing.

Task 19*. Work in pairs: in turns read the paragraphs for your partner to interpret them into English.

Пропаганда - это целенаправленная и систематическая деятельность по распространению своей идеологии с использованием всех доступных средств, адресованная массовым аудиториям и направляемая на обеспечение реальной политики, проводимой властью.

Сегодня все больше становится очевидным, что пропаганда представляет собой механизм двухсторонней коммуникации. Помимо навязывания и информационного давления, она включает формирование общественного мнения на основе осознания пользы предлагаемой политики для общества.

Само понятие «пропаганда» за период своего существования претерпело существенные трансформации. Первоначально слово «пропаганда» было связано со всякой организацией, которая направляет свои усилия на распространение какой-либо идеологической доктрины, и лишь позднее – на само учение и техники по его распространению.

На протяжении XX в. слово «пропаганда» использовалось в качестве средства политической компрометации оппонентов. Так, после Второй мировой войны на Западе политическая пропаганда стала жестко идентифицироваться с «тоталитарными режимами» в качестве механизма обеспечения готовности массового сознания к тотальной концентрации власти.

Цель позитивной пропаганды — способствовать социальной гармонии, согласию, воспитанию людей в соответствии с общепринятыми ценностями. Позитивная пропаганда выполняет воспитательную и информационную функции в обществе. Она осуществляется в интересах тех, кому адресована, а не ограниченного круга заинтересованных лиц. Позитивная пропаганда, в отличие от негативной, не преследует манипулятивных целей.

Цель негативной пропаганды — разжигание социальной вражды, эскалация социальных конфликтов, обострение противоречий в обществе, пробуждение низменных инстинктов у людей и тому подобное. Это позволяет разобщить людей, сделать их послушными воле пропагандиста. Технология создания «образа врага» позволяет сплотить толпу вокруг пропагандиста, навязать толпе выгодные ему убеждения и стереотипы. Основная функция негативной пропаганды — создание иллюзорной, параллельной реальности с «перевернутой» системой ценностей, убеждений, взглядов.

David Welsh

Propaganda is the dissemination of ideas intended ______________________ to think and act in a particular way and for ______________________.

While the definitions have changed ___________________________ has not really changed.

But what has changed are _______________________________________ from the early print media, both written and visual, to the electronic thinking, obviously a film, radio, television and, of course, now the Internet.

Noam Chomsky

The idea of information was to, as they put it, _______________________________________________________________.

Alstair Campbell

I think propaganda has become devalued as a word and as a concept because _____________________________________ in so many different countries.

if you talk about propaganda as it were to my generation, they would think immediately of _____________________________________.

If you talk about propaganda to an earlier generation, they're probably thinking much more about _____________________________________.

John Pilger

The most powerful propaganda of the 20th century and the 21st century is insidious, something that ______________________________________________________________.. And it comes from two words : ____________________________, words are invented by Edward Bernays back at the at the beginning of the 20th century.

PR used by great power such as States has made it in both insidious and _____________________________.

David Welsh

Even today people still associate propaganda with _________________________, as something to be avoided at all cost.

Propaganda is about _______________________. But it's also about _________________________________.

Aldous Huxley wrote in the 1940s that a propagandist is the man who canalizes an _________________________. In a land where there is no water he digs in vain.

The crucial factor, I think, here is to recognize that the real problem is _________________________.

So, for example, in dictatorships or totalitarian states where you do have a monocular monopoly of _________________________ then, of course, you have a real problem with propaganda because you __________________________________________________________________. Indeed, both Lenin and Hitler in the interwar period wrote that they believed that British propaganda during the First World War had a _____________________________________.

Alstair Campbell

Today the news is ______________________________________________________________________________________________________________________________________________________________________________________________________.

Task 21*. Watch the video “What is Propaganda?” (track 4-5) and summarise its content. Use the following questions to help you:

1. How can Propaganda be defined?

2. What is the main purpose of the propagandist?

3. How does propaganda present a view on a certain issue?

4. What is the function of propaganda according to Adolf Hitler?

5. How does propaganda manipulate individuals?

6. What did J. Ellul say of a person whose personality is moulded by propaganda?

7. When does Propaganda turn from neutral to negative?

8. How can propaganda be distinguished from education?

9. What is political propaganda and what are its purposes?

10. Why is it called vertical?

11. How does propaganda use true facts?

12. When is propaganda false and true?

13. Is an average person better off without propaganda?

14. In what way does propaganda help an average person?

15. What is the role of an average person in modern democracy?

16. Why is it important to speak about impacts of propaganda?

SPEECH FOCUS

MODEL. DEBATE

A debate is a discussionor structured contestabout an issue or a resolution. A formal debate involves two sides: one supporting a resolution and one opposing it. Such a debate is bound by rules previously agreed upon. Debates may be judged in order to declare a winning side. Debates, in one form or another, are commonly used in democratic societies to explore and resolve issues and problems. Decisions at a board meeting, public hearing, legislative assembly, or local organization are often reached through discussion and debate. Indeed, any discussion of a resolution is a form of debate, which may or may not follow formal rules.

Basic Definitions for Debates Debate. A deliberative exercise characterized by formal procedures of argumentation, involving a set resolution to be debated, distinct times for debaters to speak, and a regulated order of speeches given. Resolution. A specific statement or question up for debate. It is the The topic or claim being debated.• The resolution is always presented as an affirmative statement by the affirmative team, who have the burden of proving the truth of the resolution. • To clarify the resolution being argued, we start every debate with the word “resolved.” Specifically, the first debater or 1A, who presents the topic and argues the affirmative, begins her argument with the resolution. For example, "Resolved: elementary school students should be required to wear uniforms to school." Resolutions usually appear as statements of policy, fact or value. · Statement of policy. Involves an actor (local, national, or global) with power to decide a course of action. For example, “Resolved: The United States federal government should implement a poverty reduction program for its citizens”. · Statement of fact. Involves a dispute about empirical phenomenon. For example, “Resolved: Global warming threatens agricultural production”. · Statement of value. Involves conflicting moral dilemmas. For example, “Resolved: The death penalty is a justified method of punishment”. Affirmative/Pro. The side that “affirms” the resolution (is “pro” the issue). For example, the affirmative side in a debate using the resolution of policy, Resolved: The United States federal government should implement a poverty reduction program for its citizens, would advocate for federal government implementation of a poverty reduction program. Negative/Con. The side that “negates” the resolution (is “con” the issue). For example, the negative side in a debate using the resolution of fact, Resolved: Global warming threatens agricultural production, would argue that global warming does not threaten agricultural production. Argument. A statement, or claim, followed by a justification, or warrant. Justifications are responses to challenges, often linked by the word “because.” Example: The sun helps people, because the sun activates photosynthesis in plants, which produce oxygen so people can breathe. Constructive Speech. The first speeches in a debate, where the debaters “construct” their cases by presenting initial positions and arguments. Rebuttal Speech. The last speeches in a debate, where debaters summarize arguments and draw conclusions about the debate.

Structure of the Debate in University Debating Societies Each team has 3 speakers that must work together as a team to present their case. One team will become the Government (or Affirmative side) and will argue in favour of the topic. The other side will become the Opposition (or Negative side) and must argue against the topic. 1st Affirmative Speaker: gives a general interpretation of the topic. defines particular terms or words clearly shows the opposition how the affirmative team intends to debate the topic. must outline team’s case and begin the task of developing it by enlarging at least 2 of the arguments or points in their case. The caseline will be included at the end of the speech. 1st Negative Speaker: accepts or amends the definition put forward by the Affirmative team. Rebutts the Affirmative case and introduce the Negative team’s case. Enlarge 2 or 3 of the arguments. Conclude with team’s case line. 2nd Affirmative Speaker: The second affirmative speaker should make rebuttals, then enlarge on the points of the team's case. Remember the first speaker has already outlined your points and now you need to explain and expand on those points. Finish with a case line. 2nd Negative Speaker: Should criticise the Affirmative case explaining why your team’s case is far better. Develop the negative case by argument (rebuttals) and by the introduction of as much new matter as possible (remember that the 1st speaker has already listed the points that you are going to enlarge). Conclude with case line. 3rd Affirmative speaker: sums up your teams case, emphasise the points made by your previous speakers and criticise the Negative team’s points, with rebuttals. This is the last time the audience gets to hear your case and so you need to clearly emphasise why your team has the better argument by pointing out the other team’s flaws in theirs. 3rd Negative Speaker: the last speaker in the debate so you must contrast the two cases by making rebuttals against the Affirmative case round off with your team’s case and then sum up the negative case again, finishing with the case line. There must not be any new matter. The 4th Speaker: The fourth speakers are called on by the Chairperson once the Adjudicator has spoken. The losing team’s 4th speaker thanks the opposition first and then the winning team’s 4th speaker thanks their opposition on behalf of their team. Case Lines: The case line is a short statement that summarises your argument. It can be snappy and fun but must be sensible. The most important thing is that it is simple but a straightforward sentence. For example, the following case line could be summarising the Affirmative case on homework "Homework prevents refreshment and restoration

Debate Preparation: - Develop the resolution to be debated. - Organize the teams. - Establish the rules of the debate, including timelines. - Research the topic and prepare logical arguments. - Gather supporting evidence and examples for position taken. - Anticipate counter arguments and prepare rebuttals. - Team members plan order and content of speaking in debate. - Prepare room for debate. - Establish expectations, if any, for assessment of debate

Task 1. Read the text in the box and answer the following questions:

1) What is a debate?

2) Why is the debate described as a structured contest?

3) What does debate help to achieve in a democratic society?

4) What is Resolution in debates?

5) What is case line? Give examples of your own.

6) What is the aim of Constructive speech?

7) What is the aim of Rebuttal speech?

8) How are debates in University debating societies organized?

9) Does debate require preparation?

10) Should students of public administration and international relations, in your opinion, develop debating skills? Give your reasons.

 

Task 2. In groups of three brainstorm 1) case line for each resolution below, b) think of one example to support and one example to oppose your case line for each resolution:

1) females are better students/workers than males;

2) dogs are better companions that cats;

3) Moscow is the best city in the world;

4) Androids are better than iPhones;

5) military parades are a waste of money;

6) democracy is the best form of government.

 

Task 3. a) In groups of three brainstorm three arguments for and three arguments against the resolutions below. b) Discuss them and select the best three arguments for and against each resolution:

1) government should regulate citizens’ access to Internet;

2) the French law on secularity and conspicuous religious symbols in schools bans wearing conspicuous religious symbols in French public (i.e. government-operated) primary and secondary schools. The Russian legislature should do the same;

3) the mass media should be under government control;

4) Syrian migrants will never assimilate into European culture, and soon Europe will be completely changed;

5) China will soon rule the world;

6) Multipolar world is the most unstable world order.

 

Task 4. “Battle”. The class splits up into two teams – affirmative and negative. Students in each team prepare 2 minute persuasive speeches (as their home assignment) arguing in favour or against any topic in Task 3. using the approved set of arguments. Representatives of teams make speeches on each topic one by one. The group decides who has won the debate in each pair by voting.

Task 5. You are to hold debates in the University Debating society. In two teams of three (affirmative and negative) a) think of your case line; b) brainstorm three arguments to support your case line; c) distribute the roles (the first Affirmative speaker, the first Negative speaker, the second Affirmative speaker, the second Negative speaker, the third Affirmative speaker, the third Negative speaker) and d) hold the debates.

Propaganda is a necessary instrument of government communication;

Task 6. Following the University model (see above) debate the resolution:

“Manipulation is part of our life”. Use the materials of the video from task 6

Task 7. Following the University model hold the debates on the following topics (or you may offer other topics for debates):

Migrant crisis in Europe.

Crimea: Ukraine and Russia.

Israel and Palestine.

Collapse of the USSR.

Future world order.

Future of UN.

Don’t forget that before you organize the teams you should develop the resolution to be debated!

CASE FOCUS

Watch the video Munk Debates “The West VS Russia” (track 4-6) and

1) answer the following questions (consult the Internet):

1) What are The Munk Debates?

2) How are they organized?

3) What is the audience?

4) Are the debaters sitting or standing?

5) How are they moving in the hall?

6) What is achieved by it?

7) Do the debaters turn to their notes?

8) What can you say about their gestures?

9) What has impressed you most of all?

10) Whose performance did you like more? Why?

11) What questions did the speakers ask each other?

12) What methods of persuasion did the speakers use?

13) Which of the speeches was most successful?

14) How do you estimate the result of the final voting, whose success was it?

 

PROJECT FOCUS

Write a 1500 word research report on the topic “Propaganda in…”. Choose a country, collect and analyze the relevant data, and write a report devoted to the government propaganda in this particular country.

The structure of the report (example):

Title page

Lomonosov Moscow State University School of World Politics Propaganda in the USA Project Alexander Ivanov Group… Moscow 20…

Contents

Summary (150 words)

UNIT 4. PROPAGANDA

LEAD-IN

Task 1. In a group make a mind map of the word “persuasion”. Think of the methods that one can use to persuade the others.

Watch the video “Science of Persuasion” (track 4-1)and do the following tasks:

- name the main 6 shortcuts of making people do what you want;

(a) R_ _ _ _ _ _ _ _ _Y

(b) S_ _ _ _ _ _ y

(c) A_ _ _ _ _ _ _y

(d) C_ _ _ _ _ _ _ _ _ y

(e) L_ _ _ _ g

(f) C_ _ _ _ _ _ _s

 

- match the shortcuts with their explanations:

	To put people want more of those things they can have less of. It's not enough simply to tell people about the benefits they'll gain if they choose your products and services. You'll also need to point out what is unique about your proposition and what they stand to lose if they fail to consider your proposal
	activated by looking for and asking for small initial commitments that can be made
	obligation to give when you receive. The key to using the principle of reciprocation is to be the first to give and to ensure that what you give is personalized and unexpected
	People prefer to say yes to those that they like. There are three important factors: we like people who are similar to us we like people who pay us compliments and we like people who cooperate with us towards mutual goals
	People will look to the actions and behaviors of others to determine their own. We can point to what many others are already doing especially many similar others
	the idea that people follow the lead of credible knowledgeable experts. at it's important to signal to others what makes you a credible knowledgeable authority before you make your influence attempt

 

- think of examples of these shortcuts in different spheres of life;

- have you ever noticed that you are influenced like this? How do you respond to such methods of persuasion?