Overview
Instructions
There is one debate prompts in the course. For each, you will discuss the case prompt and questions together in groups. Each group member should make one initial debate post, and also respond to at least one fellow learner post. Original debate argumentative posts should be thoughtful, should directly relate to debate prompt and questions posted, and must use evidence and the course readings and content to support these thoughts. The purpose of these debate is to provide you with the opportunity to explore and analyze concepts and principles. You will also have the opportunity to interpret observations and results in order to provide solutions to environmental policy challenges and problems. Imagine it is a real team debate. You are debating in front of a live town hall audience. The winner of the debate will be determined by audience vote, so you will want to be as persuasive as you can be. Be sure to include citations (intext citation should match with reference. Avoid writing an essay or making your post overly lengthy. Think of this initial debate argument post as a way to get the conversation going. You need to respond to all suggested prompts in any individual argumentative post, and, you can respond to elements of the case you found interesting or connected to the course material that go beyond the suggested prompts. These are included to help kickstart conversations.
Original debate argumentative argument Posts made in response to fellow learners should further the discussion and provide opportunities for additional engagement in the course content, rather than focus solely on ‘I agree’ or ‘well said’ types of statements. Depending on the unit, you will have one to two weeks to fully explore and respond to each issue-based discussion prompt. Contributions to group discussions should be written in academic language and style. Both original initial argument and follow-up posts should be exactly 300 words in length, though follow-up posts may be somewhat shorter depending on the conversation.
Groups are expected to work collaboratively and in a manner that supports engagement opportunities for all members. Dialogue should be respectful, supportive, and collegial, with the aim of exchanging a variety of thoughts and ideas. It is expected that group members will share a variety of viewpoints, and there isn’t a requirement for groups to necessarily agree on the questions and responses. Ensuring that your contributions are supported by evidence and that you engage respectfully in collaborative discussion will result in the most interesting and enriching discussions. Responses should draw on course materials to further each interactive case discussion. It is crucial that you post your original comment as early as possible in the discussion period to help get the dialogue going and keep the conversation flowing.
After going through each and every reading in detail these are readings which are below, I have provided pdf
Original initial argument posts should be thoughtful, should directly relate to case prompt and questions posted, and must use evidence and the course readings and content to support these thoughts.
The debate argument is based on the following required reading:
READING-1 Unit 05: The war against corruption – Ethics codes and ministerial responsibility (very very important reading
MacDonald, D. B. (2025). Unit 05: The war against corruption – Ethics codes and ministerial responsibility [Course content]. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/967013/viewContent/4104163/ViewReading –2
READING-2 Chapter 6: Conflict of interest codes for parliamentarians: A long road
pdf (very very important reading
Young, M. (2006, March 10). Conflict of interest codes for parliamentarians: A long road (Library of Parliament). https://publications.gc.ca/collections/collection_2007/parl/PRB-e/PRB0601-e.pdf
Reading –3 What you need to know about the SNC-Lavalin affair. pdf (very very important reading(it is an news article which bis very very important)
Gollom, M. (2019, February 13). What you need to know about the SNC-Lavalin affair. CBC News. https://www.cbc.ca/news/politics/snc-lavalin-what-...
Reading 4- Conflict of Interest and Ethics Commissioner. (2023). Trudeau III report. Office of the (very very important reading very very important reading
Conflict of Interest and Ethics Commissioner. (2023). Trudeau III report. Office of the Conflict of Interest and Ethics Commissioner. https://ciec-ccie.parl.gc.ca/en/publications/Pages...
(very very important reading very very important reading
Reading-5 Trudeau cleared in WE Charity scandal but former finance minister broke conflict law, says ethics watchdog.
Tunney, C. (2021, May 13). Trudeau cleared in WE Charity scandal but former finance minister broke conflict law, says ethics watchdog. CBC News. https://www.cbc.ca/news/politics/we-charity-ethics-report-trudeau-morneau-1.6024060
DOCX NO 6- GRADING INSTRUCTION AND GRADING RUBRIC VERY VEYR VERY VERY IMPORTANT DOCX HAS TO BE FOLOWED (in the form of image)(very very very important)
write an original argument( The B side will be “con” (arguing against the proposition).
of 300 words that conveys your thoughts about the following question:
There will be one debate in this course. The purpose of these discussions is to provide you with the opportunity to explore and analyze concepts and principles. You will also have the opportunity to interpret observations and results in order to provide solutions to environmental policy challenges and problems.
For this debate, You are expected to respond to the posted questions by incorporating information from any posted videos and course readings, as well as other relevant information you may find and outside source . In each debate, the following is the minimum you are expected to do:
One original argument response B side will be “con” (arguing against the proposition). to the given questions
Issue-Based Discussion 02:
Debate Question:- Description
Students in each discussion group will present arguments against the debate proposition. The B side will be “con” (arguing against the proposition).
Arguments for your side can be based on lectures, the assigned readings, and other research. Each student has 300 words to present their best arguments, and this debate text must be posted no later than Wednesday midnight of the debate week.
Debate TOPIC- “Patronage is an integral, even essential, element of the Canadian political system.”
(Students in each discussion group will present arguments against the debate proposition. The B side will be “con” (arguing against the proposition).
Pro tip #1: Practice linking concepts from class/readings this week in your group discussion.
Pro tip #2: Your ARGUMENT need to address all of the many features of this case that could form the debate. Limit your debate to 300 words exactly (max) so that others can jump in and build the debate for your group!
Each debate topic is designed to give you an opportunity to engage with the course material in a critical way. The debate topics allow you the opportunity to think critically about the concepts and educational issues that are part of the course content. Each debate will assess your ability to integrate the information gained from the course, formulate and express your own opinion, and engage in a discussion with other students in the course. Preparing and engaging in each discussion will help you to identify and explain the major concepts, theories, and ideologies covered in the course. The information covered in the discussion questions will also help you prepare for the individual paper assignment and the final exam.
You will find your debate group under the Tools tab (select Groups). You have been randomly assigned a debate b group( B side will be “con” (arguing against the proposition).and you will be in that debate group for the remainder of the semester. You are expected to make your posts using only the debate board within the course.
The debate topics run every two weeks and require you to post an original initial debate argument post during the first week where you debate your opinion on the issue, relate your opinion to course material and provide something new to the debate. In order to add something new you need to include at least one source from outside the course. This can be a journal article, book, website or anything you find that is related to the topic. It does not have to be a peer reviewed source and can be someone else's opinion or thoughts that you found online or in another resource. In the second week you need to make two replies to others posts. The reply posts do not have specific requirements, but are instead intended to be an opportunity for you to think about what others opinions and to provide a thoughtful reply.
The debate topics are formulated as a series of questions on a controversial issue that is described in the unit summaries for the week the debate starts. You do not need to answer all of the individual questions listed for each topic, but instead use the questions to guide your thinking as you formulate your opinion and write your post. There are no length requirements for the debate posts, and the marking key is purposely not particularly specific. The objective is for you to be able to discuss your opinions freely.
There are specific due dates for each post so be sure to check the outline carefully for these dates. If you post late you will automatically receive zero for that post. There are no extensions provided as we need posts to be submitted on time in order for the discussion to move along. If you are ill or have compassionate reasons for missing a post you can email me directly and we will discuss options.
In this course, our debate are what we describe as ‘asynchronous’; that is, students discuss an assigned question, exchanging ideas related to this question at varying points each week. A key benefit of asynchronous online discussions is- Is inclusion an effective educational model? When might inclusion be most effective and when might it be less effective? What challenges does inclusion present? What are the alternatives to inclusion? What are some of the cons of approaches other than inclusion? Be sure to include specific examples of what you learned in this unit that supports your opinion.
The purpose of the debate forums is to have students engage with course material and then demonstrate their understanding of course materials by expressing/explaining an idea, responding to other group members’ ideas, and/or developing a thread of ideas together as a group. In this way, students learn from the instructor, the course materials, and each other. It further provides students with ongoing opportunities to review, reflect upon, and apply new knowledge such as concepts, theories, or research findings. This will help when students are working on their two major writing assignments for this course which also requires knowledge of and engagement with course materials. There will be diverse perspectives and that is o.k. However, all students must strive to be constructive and considerate if they disagree with any of their group members. It is okay to challenge and disagree with each other but only if it is done in a respectful manner. Note: There is no single ‘right answer’ and the approach you describe need not reflect all of the tactics! The goal here is to generate discussion and share ideas about how best to engage in challenging conversations about climate change. After you have made your original debate argument post, read some of the posts from your classmates and construct one rebuttal post of 200 words that responds to one of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post. Please note that you will need to make an original argument post before you can read and respond to your peers’ posts write in 300 words. follow proper guidelines as given in beginning. Use AP7 STYLE OWL PURDE. Provide reference.(INTEXT CITATION SHOULD MATCH WITH REFERENCES)
Write in on own words. Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 300 words exactly. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the video and docx provided and other outside literature.
Raise additional questions or points of discussion to stimulate further debate
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA Style.
Show respect and sensitivity to peers' gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.
PREPARING TO WRITE1. Read assigned material—critically—and take notes as you read: Who wrote this material (a respected expert? an activist with a specific aim or belief?) Do they have any possible biases? Are studies reliable and valid? (What kind of research was performed?) When was this material written? Are the definitions/conditions/opinions described still accur vant? ate/rele Is an opinion expressed? How might someone disagree? How does this material relate to other concepts and theories you are studying? (Remember, instructors choose readings with a plan in mind—try to imagine why they have assigned this reading) Does the article complement other things you have learned? Is it in opposition? 2. Read and understand the debatequestion or topic provided by your instructor • What are you asked to do? (Formulate an opinion? Respond to a question? Explain a concept or theory?) • How are you asked to do this? What kind of information are you expected to include (e.g., supporting quotations or references, examples, etc.) Do you need to bring in outside research? 3. Sort out the finer details • Is there a word maximum? Minimum? (Most posts will be 1‐2 paragraphs maximum). • How many times are you expected to post? (Find out if you are required to post a certain number of times per question, per week, etc.) • How much of your grade is this component worth? Each post? Budget your time accordingly Are you expected to respond to other students’ posts? What proportion of original posts versus responses are you asked to provide? INITIAL POSTS - An initial post is a response to the original question presented by the course instructor, or the opening post on a particular topic (i.e., not responding to other students’ posts). Consider each post a “mini‐thesis,” in which you state a position and provide support for it. If you are responding to a question, be sure to 1. Take a position: Provide a clear answer to the question (incorporate some of the wording of the question in your answer if possible). 2. Offer a reasoned argument: Provide an explanation for your point of view, and use evidence from your text, notes, or outside research (where appropriate) to support your point. 3. Stay focused: End with a summary comment to explain the connection between your evidence and the question (how your evidence proves your point). Your post might also introduce a question or idea that others can follow up on. But make sure you have answered the question first!
Debate Grading Rubric:
Debate Marking Rubric.
A+ Debate Post A+
58 and above marks: Excellent
The purpose of the debate activities is to critically reflect on the themes related to each unit in the course by integrating knowledge gained from the required reading, CourseLink unit modules, and supplemental media. You are expected to demonstrate their understanding of the course material, analyze how it fits or applies to the assigned media, and engage in meaningful dialogue with their peers. Each of the debate prompts included in each unit's debate should be carefully considered and responded to in your posts.
You must cite (in APA7 format) information from the textbook, unit modules, and the media source in their posts. No outside sources should be used. Ensure that all references to course materials, including the textbook and other unit content, are properly cited to support your ideas and arguments.
Original debate argument Post:
- The original initial debate argument must engage with all of the debate prompts for the unit and integrate information from the textbook, unit modules, and the assigned media.
- Your original debate argument post must also pose a thoughtful, open-ended question to encourage peer engagement. This question should prompt further analysis or discussion of the unit content in relation to the media material.
- Word count: 250 words exactly One original debate argument to the given topic questions.
It is expected that students will demonstrate an understanding of the course material by integrating key concepts from the textbook, unit modules, and assigned media (e.g., TED Talks, podcasts, YouTube videos). All posts must introduce new ideas, demonstrate critical thinking, and provide evidence (cited) to support their opinions and/or perspectives being expressed.
Discussions will be evaluated throughout the term (worth 20% of the final grade). Unit posts will be assessed based on the following criteria:
- Knowledge: Demonstrating understanding of the unit’s material, including the integration of the textbook, unit modules, and assigned media.
- Originality: Offering new ideas, perspectives, and critical reflections.
- Critical Thinking: Analyzing and synthesizing course concepts in the context of the media.
- Clarity of Communication: Ensuring that ideas are clearly articulated, well-structured, and easy to follow and there should be only one clear arguement.
- Quality and Conciseness: Demonstrates understanding of the question(s) through well-reasoned and thoughtful responses that are factually correct and substantive and use relevant references and examples; contributions make a clear connection to the readings. Demonstrates analysis of others' posts and extends meaningful discussion by building on previous posts. Providing thoughtful, concise responses without unnecessary elaboration.
- Timeliness/Frequency: Posting both the initial discussion and the responses on time, and actively engaging with peers.
- Citation and Referencing: Correctly citing and referencing all sources (textbook, unit modules, and media) in APA format, with no outside sources used.
The following rubric will guide you on how your discussions will be evaluated.
Criteria | Excellent 58 - 60 points |
Knowledge | The original debate argument integrated evidence directly from the required reading, unit modules, and assigned media , and 3 academic peer reviewed literature sources to support a clear and thoughtful position on the topic of discussion. |
Originality | The original debate argument introduced new ideas or perspectives to the debate argument, demonstrating deep engagement with the topic. |
Critical thinking | The original debate argument included an original, thoughtful question that stimulated further group discussion, expanding on the unit material and media. |
Degree to which proposition question is addressed | The response fully and directly answers the proposition question. It stays focused, addresses all key aspects, and provides clear explanation and supporting details or evidence. |
Conciseness and Clarity of communication and presentation of argument | The original debate argument clearly explained concepts, theory, and/or research introduced in the unit, media, and textbook. Ensuring that ideas are clearly articulated, well-structured, and easy to follow. The argument flows logically and persuasively, making it easy to understand and impactful. |
Quality of writing | The original debate argument paraphrased information from the required reading and were appropriate for an academic audience, with few spelling or grammatical errors. Demonstrates understanding of the question(s) through well-reasoned and thoughtful responses that are factually correct and substantive and use relevant references and examples; contributions make a clear connection to the readings. |
Thoroughness of analysis and argument | Provides a comprehensive, insightful, and well-developed analysis. The argument demonstrates deep understanding, explores multiple perspectives or implications, and uses strong evidence or reasoning to support all key points. |
Citation and Referencing | The debate argument correctly cited sources using APA style for in-text citations and a reference list, without errors. |
The original debate argument adhered to the 300 word count exactly requirement. | |
Overall Score | Level 10 |
58 and Above |
The original debate argument is accurate, original, relevant, teaches us something new, and is well written.
The original debate argument is clearly based on course material and there should be no external source should be suedand should something extra and stimulate additional thought about the issue under discussion.
The original debate argument includes information and a reference from the course material only and video provided in the course material only.
This very very important suggestion given by mam which have to follow.
Make sure that you have the right authors in your citation and include a reference to the course material." This just means that donot use any external source only course material source provided should be used in the post .
Help others feel safe about participating;
Show curiosity and willingness to experiment;
Make or raise issues that are relevant to the current focus of the class;
Offer support for arguments; and
Take into consideration the ideas already offered by others.
An outstanding performance in which the student demonstrates a superior grasp of the subject matter, and an ability to go more deep in the course material in a critical and constructive manner. The student demonstrates a high degree of creative and/or logical thinking, a superior ability to organize, to analyze, and to integrate ideas, and a thorough familiarity with the appropriate literature and techniques.
Some more instruction:
original debate argument (300 words exactly) Length guidelines met.
writing is clear and engaging; approach clearly described, including tactics it would reflect. Approach connected to/rationalized in terms of QUESTION: Debate Question:- :For this debate , debate You are expected to respond to the posted questions by incorporating information from any posted videos and course readings, as well as other relevant information you may find. In each deaabate, the following is the minimum you are expected to do:
One original debate argument Students in each debate group will present arguments against the debate proposition. The B side will be “con” (arguing against the proposition)to the given topic.
Debate Question:- Description
Students in each debate group will present arguments against the debate proposition. The B side will be “con” (arguing against the proposition).
Arguments for your side can be based on lectures, the assigned readings, and other research. Each student has 300 words to present their best arguments, and this debate text must be posted no later than Wednesday midnight of the debate week.
TOPIC- “Patronage is an integral, even essential, element of the Canadian political system.”
(Students in each discussion group will present arguments against the debate proposition. The B side will be “con” (arguing against the proposition).
Pro tip #1: Practice linking concepts from class/readings this week in your group discussion.
Pro tip #2: Your post need to address all of the many features of this case that could form the discussion. Limit your posts to 250 words exactly (max) so that others can jump in and build the discussion for your group!
It should contain no spelling errors and typos
READINGS which have to be used
Resources and link which has to be used are 4 pdf which have to be analyzed and use properly.
NO OTHER SOURCE HAS TO BE USED ONLY these readings has to be used .
No outsource has to be used.
ALL these 4(four) reading these Seven reading are very very important.
First you have to go through these readings and all three reading are very very important
Readings are as follows:
I have attached the pdf in order reading1 AND reading 2 PDF AND reading 3 PDF AND reading 4 PDF and DOCX NO –8 IS THE GRADING RUBRIC PHOTO.
READING-1 Unit 05: The war against corruption – Ethics codes and ministerial responsibility (very very important reading
MacDonald, D. B. (2025). Unit 05: The war against corruption – Ethics codes and ministerial responsibility [Course content]. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/967013/viewContent/4104163/ViewReading –2
READING-2 Chapter 6: Conflict of interest codes for parliamentarians: A long road
pdf (very very important reading
Young, M. (2006, March 10). Conflict of interest codes for parliamentarians: A long road (Library of Parliament). https://publications.gc.ca/collections/collection_2007/parl/PRB-e/PRB0601-e.pdf
Reading –3 What you need to know about the SNC-Lavalin affair. pdf (very very important reading(it is an news article which bis very very important)
Gollom, M. (2019, February 13). What you need to know about the SNC-Lavalin affair. CBC News. https://www.cbc.ca/news/politics/snc-lavalin-what-...
Reading 4- Conflict of Interest and Ethics Commissioner. (2023). Trudeau III report. Office of the (very very important reading very very important reading
Conflict of Interest and Ethics Commissioner. (2023). Trudeau III report. Office of the Conflict of Interest and Ethics Commissioner. https://ciec-ccie.parl.gc.ca/en/publications/Pages...
(very very important reading very very important reading
Reading-5 Trudeau cleared in WE Charity scandal but former finance minister broke conflict law, says ethics watchdog.
Tunney, C. (2021, May 13). Trudeau cleared in WE Charity scandal but former finance minister broke conflict law, says ethics watchdog. CBC News. https://www.cbc.ca/news/politics/we-charity-ethics-report-trudeau-morneau-1.6024060
DOCX NO 6- GRADING INSTRUCTION AND GRADING RUBRIC VERY VEYR VERY VERY IMPORTANT DOCX HAS TO BE FOLOWED (in the form of image)(very very very important)
total :8 sources should be cited (5 reading provided by me.and then find three(3) academic peer reviewed literature sources external has to be used.)
You have to use these all 5 reading +( docx5 grading rubric)in the form of image grading rubric very very important. Only five (5) reading INTERNAL SOURCES has to be used provided by me ALL five READING SHOULD BE REFERENCE AND INTEXT CIATION SHOULD MATCH WITH REFERENCE. And then find out 3 academic peer reviewed literature sources which can include academic peer reviewed journal only USE ANY OUTSOUCE out of course material. FIRSLTY, YOU ONLY HAVE TO USE these readings which i have provided. ADTTIONALY ALL 5 READING provided by me ARE VERY IMPORTANT AND INCLUDING DOCX 6 GRADING RUBRUIC YOU HAVE TO FOLLOW VEYR VERY VERY IMPORTANT. Reading which i have are very important all seven reading.
No any other outside source has to be used.
ALL THESE 5 (5 READINGS ARE VERY VEYR VERY VERY IMPORTANT.
Reading no – Five (5) is which is very important VERY VEYR VERY VERY IMPORTANT.
And then only the course material readings readsing1,reading2,reading3, reading 4,reasing5 and docx -6 grading rubric which I have provided after that use one outsource first use have to use these reading which i have provided as these has to be used first and NO OUTSOURCE HAS TO BE USED
very very important instructions.
please start reading instructions mam
And guidelines and you have to answer to this I am proving the grading rubrics everything write in own words do not use no AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every word.
I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which I have provided you have to use.
I have also attached the grading rubric photo each and every instruction has to be followed very carefully.
suggestion given by mam intext citation should match with reference"(Make sure that you have the right authors in your citation. Additionally, you have to use only these three reading and these all three reading are very very very important and has to be used analyzed and then write original initial discussion post .
please start reading instructions mam
Start like this, After going through the reading of this week,
Length: Your debate assignment should contain a 300-word argument and 200-word rebuttal
Description: To determine your group membership, select Groups from the Tools dropdown list in the navbar. Note the number beside your assigned group; in addition to the group number, you will see an A or B. This designates which of the two debating teams you are on when your group debates.
Once you know which group you are in, go to the Discussions for that particular group to read what others in your group are saying, and to post your own messages.
Description
Students in each discussion group will present arguments against the debate proposition. The B side will be “con” (arguing against the proposition).
Arguments for your side can be based on lectures, the assigned readings, and other research. Each student has 300 words to present their best arguments, and this debate text must be posted no later than Wednesday midnight of the debate week.
Engage in the assigned Debate in the Discussions. The A side (i.e., any group with an A in their group name such as 1A, 2A, etc.) argues in favour of the motion; the B side (i.e., 1B, 2B, 3B, etc.) argues against. The topic for the debate will be posted in the Announcements.