11.3 Extending skills
Stage of the argument
stating the issue
giving a counterargument
Phrase
b. T e question is: …
e. T ere are those who claim that …
Lecturer’s words
T e question is: is this legal regulation justifi ed?
T ere are those who claim that imposing this regulation on research simply increases the time needed to bring drugs onto the market, which may cost people their lives.
rejecting a counterargument
giving your opinion
d. I’m afraid that just isn’t true.
a. It’s quite clear that …
I’m afraid that just isn’t true.
It’s quite clear that without this protection, more people taking part in trials could suff er harm and even death.
giving a reason for your opinion
c. T e research has concluded that …
T e research has concluded that regulatory regimes do much to protect patients from unsafe and ineff ective drugs and help safeguard the health of the volunteers who test them.
supporting the reason with evidence
f. For example, …
For example, in 2006 in the UK, the lives of six volunteers in a clinical trial were saved due to the strict protocols under which the trial was conducted.
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Compliance with standards for research ethics, then, is not simply a matter of recognizing participants’ moral rights but of legal regulation. The question is: is this legal regulation justified? There are those who claim that imposing this regulation on research only increases the time needed to bring drugs onto the market, which may cost people their lives. I’m afraid that just isn’t true. It’s quite clear that without this protection, more people taking part in trials could suffer harm and even death. The research has concluded that regulatory regimes do much to protect patients from unsafe and ineffective drugs and help safeguard the health of the volunteers who test them. For example, in 2006 in the UK, the lives of six volunteers in a clinical trial were saved due to the strict protocols under which the trial was conducted.
F
Depending on the situation, you may want to set this activity for individual work as homework or as a pair or small-group writing task in class. If students work in class, encourage them to share their work visually with the class. Encourage comments and feedback on their work as appropriate.
G
Set students to work in small groups. Tell each group to choose one of the two situations in which doctors are making decisions regarding patients (either a treatment or a research context). Ideally, each group should choose a context, but make sure that each context is covered by at least one (or preferably two) groups.
1. Give each group time to discuss the ideas they already have, and ask one person from each group to present the results of the group’s discussion.
2. Elicit ideas from the class on the type of information they will need for each context and where they are likely to fi nd this information.
Tell the class that they should carry out research into their group’s topic. You will also need to arrange the date for the feedback and discussion of the information – this is the focus of Exercise F in Lesson 11.4.
H
Tell the class that they should do this in their groups using whatever information they have to hand. T ey don’t need all their research at this point – the idea is to practise the stages and kinds of phrase they have encountered in Exercises D and E.
SKILLS BANK 11.2 Building an argument in a seminar
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