DebatesDebates

How to argue effectively and How to argue effectively and formallyformally

DefinitionDefinition

Formal Debate is a formalization of Formal Debate is a formalization of the decision-making process and is a the decision-making process and is a means of persuasive argument. It is means of persuasive argument. It is process of offering and refuting process of offering and refuting arguments in response to an arguments in response to an affirmative resolution.affirmative resolution.

Purposes of DebatePurposes of Debate

To determine the set of arguments To determine the set of arguments that seem most convincingthat seem most convincing

To test the speakers under pressureTo test the speakers under pressure Engage in mental and verbal battleEngage in mental and verbal battle Allows the audience to make better Allows the audience to make better

decisions about important issuesdecisions about important issues

Benefits of DebateBenefits of Debate

Stimulation of interest in current Stimulation of interest in current eventsevents

Development of critical thinking skillsDevelopment of critical thinking skills Sharpening of communication skillsSharpening of communication skills Improvement of research abilitiesImprovement of research abilities Heightened understanding of how Heightened understanding of how

change occurs in a democratic change occurs in a democratic society or organizationsociety or organization

Structure of Formal DebateStructure of Formal Debate

PropositionProposition A statement that can be answered yes or A statement that can be answered yes or

no, and that generally demands that no, and that generally demands that some specific action be taken or not some specific action be taken or not takentaken

Resolved, that the U.S. should provide Resolved, that the U.S. should provide universal health care for its citizensuniversal health care for its citizens

Resolved, that the Village of Skokie should Resolved, that the Village of Skokie should offer language interpreters for official village offer language interpreters for official village business in languages spoken by five percent business in languages spoken by five percent or more of its residents or more of its residents

Structure, cont.Structure, cont.

Proposition is worded:Proposition is worded: as a statement, rather than as a questionas a statement, rather than as a question To permit only a To permit only a for for or or against against responseresponse So that each side has an equal opportunity So that each side has an equal opportunity

to argue its position successfullyto argue its position successfully To address a current, controversial issueTo address a current, controversial issue To call for a change in present policy or To call for a change in present policy or

procedureprocedure Using specific, concrete non-judgmental Using specific, concrete non-judgmental

languagelanguage

The two sides The two sides

Affirmative sideAffirmative side PurposePurpose

Attack the way things areAttack the way things are Argue for a specific changeArgue for a specific change

AimAim To demonstrate that there are serious flawsTo demonstrate that there are serious flaws To propose a change from present policies or To propose a change from present policies or

proceduresprocedures The Burden of ProofThe Burden of Proof

The status quo is assumed to be correctThe status quo is assumed to be correct Change must come for a compelling reasonChange must come for a compelling reason

The two sidesThe two sides

Negative sideNegative side PurposePurpose

Support the way things areSupport the way things are Refute the call for change Refute the call for change

AimAim To demonstrate that there no serious flawsTo demonstrate that there no serious flaws To suggest that the call for change is To suggest that the call for change is

misguided, at best or malevolently misguided, at best or malevolently motivated, at worstmotivated, at worst

Structure of DebateStructure of Debate

Opening Statement – one minute for Opening Statement – one minute for each sideeach side State your positionState your position Lay out the reasons for your position (no Lay out the reasons for your position (no

more than three)more than three) Identify the major reasons for your Identify the major reasons for your

position (and, if necessary, the reasons position (and, if necessary, the reasons that your opponent’s position is flawed)that your opponent’s position is flawed)

90 seconds for each side90 seconds for each side Affirmative side beginsAffirmative side begins

Structure of DebateStructure of Debate

Affirmative Construction – Affirmative Construction – Three minutesThree minutes Lay out the arguments for a policy change Lay out the arguments for a policy change

(three reasons – approximately one minute for (three reasons – approximately one minute for each argument)each argument)

Offer evidence and examples to support your Offer evidence and examples to support your positionposition

Offer specific details for a change to the Offer specific details for a change to the existing policy or procedure existing policy or procedure

Don’t just tell us it’s wrong, explain how to make it Don’t just tell us it’s wrong, explain how to make it rightright

Address the benefits of the proposed changeAddress the benefits of the proposed change

Structure of DebateStructure of Debate

Negative Construction– Negative Construction– Three minutesThree minutes Lay out the arguments for retaining the policy Lay out the arguments for retaining the policy

(three reasons – approximately one minute for (three reasons – approximately one minute for each argument)each argument)

Offer evidence and examples to support your Offer evidence and examples to support your positionposition

Offer specific details to maintain the existing Offer specific details to maintain the existing policy or procedure policy or procedure

Don’t just tell us it’s right, explain why it is important Don’t just tell us it’s right, explain why it is important to maintain the status quoto maintain the status quo

If necessary, address the history of the existing policy If necessary, address the history of the existing policy to explore how it has evolved into its current stateto explore how it has evolved into its current state

Structure of DebateStructure of Debate

Rebuttal of affirmative Construction – Two Rebuttal of affirmative Construction – Two minutesminutes Identify the flaws in the negative positionIdentify the flaws in the negative position Demonstrate that the changes will result Demonstrate that the changes will result

in a situation that is worse than the in a situation that is worse than the status quostatus quo

Offer specific examplesOffer specific examples as evidence of the dangers of the changeas evidence of the dangers of the change

Address the detriments of the proposed changeAddress the detriments of the proposed change Offer ways in which the existing position could be Offer ways in which the existing position could be

modified, if necessarymodified, if necessary

Structure of DebateStructure of Debate Rebuttal of Affirmative position – Rebuttal of Affirmative position – Two Two

minutesminutes Take copious notes and confer with your Take copious notes and confer with your

partner as your opponents speak; note both partner as your opponents speak; note both the substance of their argument, the the substance of their argument, the quotations, facts, and statistics they cite quotations, facts, and statistics they cite and the source(s) of this information; you and the source(s) of this information; you might need to question the reliability or the might need to question the reliability or the bias of a source in your refutationbias of a source in your refutation

Identify the flaws in the affirmative positionIdentify the flaws in the affirmative position Demonstrate that the changes will result in Demonstrate that the changes will result in

a situation that is worse than the status a situation that is worse than the status quoquo

Offer specific examples as evidence of the Offer specific examples as evidence of the dangers of the changedangers of the change

Using EvidenceUsing Evidence Be sure that you have consulted reliable sourcesBe sure that you have consulted reliable sources You need direct quotations, facts, and statistics at You need direct quotations, facts, and statistics at

the ready; this is especially important for the the ready; this is especially important for the rebuttal stage, where you and your partner will rebuttal stage, where you and your partner will need to be “thinking on the fly” and preparing need to be “thinking on the fly” and preparing your response to your opponents’ argumentsyour response to your opponents’ arguments

Identify not only the information, but its source Identify not only the information, but its source and the authority/qualifications of that source to and the authority/qualifications of that source to ensure that your information is given weight and ensure that your information is given weight and import by your opponents and your audienceimport by your opponents and your audience

Take note of not only the information that your Take note of not only the information that your opponents use, but to the source of their opponents use, but to the source of their information, as your rebuttal might entail information, as your rebuttal might entail questioning the validity of the information and/or questioning the validity of the information and/or the credibility of the source.the credibility of the source.

Forms of ReasoningForms of Reasoning Induction – reasoning from specific facts to Induction – reasoning from specific facts to

formulate general principles (e.g. the number of formulate general principles (e.g. the number of home foreclosures as evidence of a need for home foreclosures as evidence of a need for government intervention in the home mortgage government intervention in the home mortgage system)system)

Deduction – reasoning from general principles to Deduction – reasoning from general principles to specific cases (e.g. in a free market economy, any specific cases (e.g. in a free market economy, any form of government intervention. You would then form of government intervention. You would then offer an example of a government intervention offer an example of a government intervention that resulted in negative consequences and then that resulted in negative consequences and then make the logical connection between the example make the logical connection between the example you offered and the consequences of government you offered and the consequences of government intervention in the mortgage system) intervention in the mortgage system)

Forms of ReasoningForms of Reasoning

Cause to Effect – Reasoning from what Cause to Effect – Reasoning from what began something to its effect (e.g. because began something to its effect (e.g. because unregulated lenders were unscrupulous, unregulated lenders were unscrupulous, many people have now lost their homes)many people have now lost their homes)

Effect to Cause – Reasoning from a result Effect to Cause – Reasoning from a result back to its cause (e.g rebutting the above back to its cause (e.g rebutting the above argument by demonstrating how effective argument by demonstrating how effective the home mortgage system has been in the home mortgage system has been in creating record rates of home ownership in creating record rates of home ownership in the U.S. as compared to countries where the U.S. as compared to countries where the government is involved in regulating the government is involved in regulating the housing market)the housing market)

Forms of ReasoningForms of Reasoning

Analogy -- a comparison used to prove the Analogy -- a comparison used to prove the truth of a proposition by demonstrating its truth of a proposition by demonstrating its similarity to another successful (or similarity to another successful (or unsuccessful in the case of a rebuttal) unsuccessful in the case of a rebuttal) example (e.g. Allowing mortgage bankers to example (e.g. Allowing mortgage bankers to continue offering services without continue offering services without government oversight is like turning over our government oversight is like turning over our military to private contractors. The minute no military to private contractors. The minute no one is looking, those in charge will enrich one is looking, those in charge will enrich themselves at tremendous cost to those themselves at tremendous cost to those risking their lives for our freedoms.risking their lives for our freedoms.

Suggestions for SuccessSuggestions for Success

Listen carefully for flaws in your Listen carefully for flaws in your opponents’ case opponents’ case Unsupported assertionsUnsupported assertions Faulty reasoningFaulty reasoning Unreliable sourcesUnreliable sources Misinterpretation of facts and statisticsMisinterpretation of facts and statistics

Suggestions for SuccessSuggestions for Success

Take copious notes while your Take copious notes while your opponents’ speakopponents’ speak

Cross examine your opponentsCross examine your opponents Prepare general questions based on Prepare general questions based on

what you anticipate they will saywhat you anticipate they will say Offer specific questions based on what Offer specific questions based on what

they do saythey do say

Suggestions for SuccessSuggestions for Success

Be prepared for cross examinationBe prepared for cross examination Anticipate which parts of your argument Anticipate which parts of your argument

are most likely to be challengedare most likely to be challenged Do not answer rhetorical (i.e. baiting) Do not answer rhetorical (i.e. baiting)

questions (e.g. do you really expect us to questions (e.g. do you really expect us to believe…? Is that all you have to say?, believe…? Is that all you have to say?, etc.)etc.)

Do not allow yourself to become Do not allow yourself to become flustered or angryflustered or angry

Let your arguments speak for themselvesLet your arguments speak for themselves

Suggestions for SuccessSuggestions for Success

Use inflection, tone and gestures to Use inflection, tone and gestures to their fullest advantagetheir fullest advantage

Prepare, Prepare, PreparePrepare, Prepare, Prepare Have funHave fun

StructureStructure Teams of four (two for affirmative construction; Teams of four (two for affirmative construction;

two for negative construction)two for negative construction) Opening Statements – One minute eachOpening Statements – One minute each Affirmative position (with Affirmative position (with three three reasons and reasons and

evidence) – Three minutesevidence) – Three minutes Negative position (with Negative position (with threethree reasons and reasons and

evidence) – Three minutesevidence) – Three minutes Refutation of negative position – Two minutesRefutation of negative position – Two minutes Refutation of affirmative position – Two minutesRefutation of affirmative position – Two minutes Total time for each two-person team – six minutesTotal time for each two-person team – six minutes Total time – 12 (twelve) minutesTotal time – 12 (twelve) minutes

Evaluation RubricEvaluation RubricDebate EvaluationDebate Evaluation

Names: ______________________Names: ______________________ __________________________________________________

Opening StatementOpening Statement

11 22 33 44 55 x 3x 3 _____ / 15_____ / 15

Strength of positionStrength of position (affirmative (affirmative negative):negative):

Clarity of claimsClarity of claims

11 22 33 44 55 x 3x 3 _____ / 10_____ / 10

Use of evidenceUse of evidence

11 22 33 44 55 x 3x 3 _____ / 15_____ / 15

Persuasiveness of warrants (explanations of evidence)Persuasiveness of warrants (explanations of evidence)

11 22 33 44 55 x 3x 3 _____ / 15_____ / 15

Strength of RebuttalStrength of Rebuttal

Use of evidenceUse of evidence

11 22 33 44 55 x 3x 3 _____ / 15_____ / 15

Use of reasoningUse of reasoning

11 22 33 44 55 x 3x 3 _____ / 15_____ / 15

Delivery Delivery (gestures; facial expression; eye contact; timing; use of voice; preparedness)(gestures; facial expression; eye contact; timing; use of voice; preparedness)________________________________ _____ /15_____ /15 + _____ / 85+ _____ / 85 _____ / 100_____ / 100________________________________ _____ /15_____ /15 + _____ / 85+ _____ / 85 _____ / 100_____ / 100

Suggested topics for DebatesSuggested topics for Debates

All of the following are based on existing Niles West All of the following are based on existing Niles West policies:policies:

Resolved, food shall be prohibited in all classroomsResolved, food shall be prohibited in all classrooms Resolved, cell phones shall not be permitted to be Resolved, cell phones shall not be permitted to be

used anywhere in the building during the normal used anywhere in the building during the normal school dayschool day

Resolved, the Behavior Adjustment Center (BAC) Resolved, the Behavior Adjustment Center (BAC) shall be used to ensure students’ adherence to shall be used to ensure students’ adherence to Niles West policies and proceduresNiles West policies and procedures

Resolved, all students who try out for a particular Resolved, all students who try out for a particular sport will be guaranteed a position on a teamsport will be guaranteed a position on a team

Suggested topics for DebatesSuggested topics for Debates Resolved, all Niles West homerooms shall be Resolved, all Niles West homerooms shall be

single gendersingle gender Resolved, Niles West will employ a plus/minus Resolved, Niles West will employ a plus/minus

grading system is all academic classesgrading system is all academic classes Resolved, every Niles West student whose Resolved, every Niles West student whose

semester or cumulative grade point average (GPA) semester or cumulative grade point average (GPA) is below 2.5 shall be assigned to a study hall until is below 2.5 shall be assigned to a study hall until his/her semester and cumulative GPA rise above his/her semester and cumulative GPA rise above 2.52.5

Resolved, all students who attend the Niles West Resolved, all students who attend the Niles West prom must participate in a school-based post-prom must participate in a school-based post-prom part from 12 a.m. until 7 a.m.prom part from 12 a.m. until 7 a.m.

Resolved, students shall not be permitted to wear Resolved, students shall not be permitted to wear hats on school grounds during the regular school hats on school grounds during the regular school day or at any school-sponsored event day or at any school-sponsored event