Task 20. Watch the video “Propaganda - Power and Persuasion - Defining Propaganda” (track 4-4) and fill in the gaps in the following text.

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.