ENG2D1 – Debate: Macbeth

TASK: to organize arguments and conduct a debate

TIMELINE: three work periods; three periods for presentations

WHAT IS A DEBATE?

A debate is a discussion or structured contest about an issue or 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.

STRUCTURE:

A formal debate usually involves three groups: one supporting a resolution (affirmative team), one

opposing the resolution (opposing team), and those who are judging the quality of the evidence and

arguments and the performance in the debate. For our debate, the affirmative and opposing teams

will consist of two members each, and the judging/evaluating will be done by the teacher. In addition

to the three specific groups, there will also be a moderator (who will receive a script) and a timer to

help keep the debate organized and adhering to the time constraints. A specific resolution is

developed and rules for the debate are established.

SUCCESS CRITERIA: PREPARING YOURSELF FOR THE DEBATE

select a resolution and decide on the side you argue (affirmative; opposing)

research the topic and prepare a logical, 3-minute argument

gather supporting evidence and examples for your position taken

build and enhance your arguments by incorporating:

- elements of persuasion (refer to note)

- techniques for developing an argument (refer to note)

anticipate counter-arguments that your opponent may employ, and prepare a suitable rebuttal

review the types of questions we have discussed in class; be prepared to ask two thoughtful questions to your opponents (*refer to notes: Q-Matrix Chart; Asking Thoughtful Questions)

create a Works Cited page that includes up to three research sources, properly referenced according to MLA guidelines

WHAT IS THE FORMAT OF A DEBATE?

Debates will follow the structure below (25-35 minutes per debate):

Example: Affirmative Team (Pro) – William & Steven Opposition Team (Con) – Scott & Jacob

Introduction 1 min. (William, then Scott)

PRO 1 Argument 3 min. (William)

CON 2 Rebuttal 2 min. (Jacob)

CON 1 Argument 3 min. (Scott)

PRO 1 Rebuttal 2 min. (William)

PRO 2 Argument 3 min. (Steven)

CON 1 Rebuttal 2 min. (Scott)

CON 1 Argument 3 min. (Jacob)

PRO 2 Rebuttal 2 min. (Steven)

Conclusion 1 min. (Steven, then Jacob)

You must argue your position in the allotted timeframe – you will be cut off by the moderator when your time expires, so watch the timer for cues. At the beginning of the debate, each group must provide the teacher with a copy of their work – an introduction, a conclusion, prepared arguments for both members of the team, and ideas for the rebuttal. At the end of your debate, you may hand in any additional jot notes that were made during the debate itself, as well as any other rough notes.

Role of the Moderator:

The moderator will be given a script from the teacher. He/she is to follow the script to introduce the

resolution and speakers, and to adhere to time constraints.

Role of the timer:

The timer will sit beside the moderator and will help with making sure the debate follows the allotted

time frame. At the end of the allotted time for each argument or rebuttal, the timer is to raise

his/her hand. A grace period of 15 seconds will begin at this point. The timer is to stand up at the end

of the grace period.

TOPICS

With a partner, select one of the following topics:

People are the makers of their own destiny

What goes around, comes around

There is no such thing as genuine honesty—it simply does not exist

Certain circumstances and events justify harming others

A ruler should be overthrown if people believe that he/she is destroying the nation

Success is worth any price that must be paid

Power corrupts, and absolute power corrupts absolutely

The road to Hell is paved with good intentions

You must establish whether you will be for or against the resolution.

ENG2D1 – DEBATE RUBRIC Name: ___________________ Partner: ____________________

Evaluation Level 1 Level 2 Level 3 Level 4

Knowledge

___ 10

displays limited knowledge and understanding of the resolution and the issue discussed

displays satisfactory knowledge and understanding of the resolution and the issue discussed

displays considerable knowledge and understanding of the resolution and the issue discussed

displays thorough knowledge and understanding of the resolution and the issue discussed

Thinking and

Investigation

___ 20

demonstrates a limited ability to reflect upon, hypothesize, and analyse ideas related to the issue discussed demonstrates a limited ability to express original ideas demonstrates limited ability to build on the ideas of others ideas lack depth and/or complexity to suit the purpose and audience has difficulty arguing a position, and draws upon minimally effective research material, with minimally effective text-to-self/world/text/faith connections made

demonstrates some ability to reflect upon, hypothesize, and analyse ideas related to the issue discussed demonstrates some ability to express original ideas acknowledges and attempts to build on the ideas of others ideas demonstrate some depth and complexity to suit the purpose and audience argument lacks consistency in its position, and draws upon adequate research material, with adequate text-to-self/world/text/faith connections made

demonstrates an ability to reflect upon, hypothesize, and analyse ideas related to the issue discussed, with considerable effectiveness demonstrates an ability to express original ideas with considerable effectiveness incorporates and builds on the ideas of others with considerable effectiveness ideas demonstrate considerable depth and complexity to suit the purpose and audience argues position convincingly, and draws upon considerably effective research material, with considerably effective text-to-self/world/text/faith connections made

demonstrates an ability to reflect upon, hypothesize, and analyse ideas related to the issue discussed, with a high degree of effectiveness demonstrates an ability to express original ideas with a high degree of effectiveness incorporates and extends the ideas of others with a high degree of effectiveness ideas demonstrate excellent depth and complexity to suit the purpose and audience argues position skillfully and insightfully, and draws upon highly effective research material, with highly effective text-to-self/world/text/faith connections made

Communication

___ 20

expresses ideas, opinions, and feelings with limited clarity when speaking to others speaks with limited clarity and effectiveness in terms of: •fluency •volume •speed •intonation •inflection has difficulty maintaining appropriate eye contact with opponents makes limited use of gestures and some use of effective body language and enthusiasm

expresses ideas, opinions, and feelings with partial clarity when speaking to others speaks somewhat clearly and somewhat effectively in terms of: •fluency •volume •speed •intonation •inflection maintains appropriate eye contact with opponents some of the time makes some use of gestures and some use of effective body language and enthusiasm

expresses ideas, opinions, and feelings clearly when speaking to others speaks with considerable clarity and effectiveness in terms of: •fluency •volume •speed •intonation •inflection maintains appropriate eye contact with opponents most of the time makes considerable use of gestures and considerable use of effective body language and enthusiasm

expresses ideas, opinions, and feelings clearly and engagingly when speaking to others speaks with excellent clarity, and in an effective and engaging manner in terms of: •fluency •volume •speed •intonation •inflection maintains appropriate eye contact with opponents all of the time (or almost all of the time) makes excellent use of gestures and excellent use of effective body language and enthusiasm

Application

___ 20

has difficulty identifying flaws in others’ arguments has difficulty rebutting others’ arguments or rebuts inappropriately has difficulty formulating critical questions to ask the opposition responses to arguments are hesitant or unclear and may lack appropriateness employs elements of persuasion and argument-building techniques with limited effectiveness MLA-style Works Cited reference(s) incomplete, or completed with many errors

identifies some flaws in others’ arguments, but may not challenge effectively rebuts arguments of others with some effectiveness formulates some simple questions to ask the opposition responses to arguments are somewhat clear and appropriate employs elements of persuasion and argument-building techniques with some effectiveness MLA-style Works Cited reference(s) completed with some errors

identifies flaws in others’ arguments and challenges them appropriately, and with considerable effectiveness rebuts arguments of others with considerable effectiveness formulates considerably thoughtful and critical questions to ask the opposition responses to arguments are considerably clear and appropriate employs elements of persuasion and argument-building techniques with considerable effectiveness MLA-style Works Cited reference(s) completed with few errors

identifies flaws in others’ arguments and challenges them insightfully, and with sophistication rebuts arguments of others in insightful ways formulates thoughtful and insightful critical questions to ask the opposition responses to arguments are clear, appropriate, and insightful employs elements of persuasion and argument-building techniques with a high degree of effectiveness MLA-style Works Cited reference(s) are error-free (or nearly flawless)

Moderator’s Script

Before you begin, write the exact resolution and the names of all debaters on the board. Check to see that the judge

(your teacher) is seated and that all debaters (and the timer) are ready. Ask all present to be seated. Proceed.

The debate will come to order. The resolution before us today is

______________________________________________________________________________________________

______________________________________________________________________________________________.

Representing the Affirmative team are its First Speaker, _________________________ , and the Second Speaker,

__________________________.

Representing the Opposition team are its First Speaker, _________________________ , and the Second Speaker

__________________________.

On behalf of the House, I would like to express a sincere welcome to our judge, _________________, and his/her

2D class, and I, __________________________ , am your moderator.

Each speaker will deliver a 3 minute constructive speech. For each speech, fifteen seconds grace will be allowed.

After each speech, I will immediately call upon the next debater to begin his or her address.

There will be no interruptions, interjections or heckling. Are there any questions regarding the rules?

I call upon the First Speaker to introduce the affirmative team’s case for 1 minute.

(First affirmative speaker’s introduction)

I thank the member for his/her introduction. We shall now hear the First speaker for the opposition’s introduction

for 1 minute.

(First opposition speaker’s introduction)

I thank the member for his/her remarks. I now call upon the first speaker for the affirmative team again to present

their argument.

(First affirmative speaker’s argument – 3 minutes)

I thank the member for his/her remarks. I now call upon the second opposition speaker for their rebuttal opposing

the case.

(Second opposition speaker’s rebuttal – 2 minutes)

I thank the member for his/her remarks. The first opposition speaker will now deliver their argument.

(First opposition speaker’s argument – 3 minutes)

I thank the member for his/her remarks. The first affirmative speaker will now deliver their rebuttal.

(First affirmative speaker’s rebuttal – 2 minutes)

I thank the member for his/her remarks. I now call the second affirmative speaker to deliver their argument.

(Second affirmative speaker’s argument – 3 minutes)

I thank the member for his/her remarks. I now call upon the first opposition speaker for their rebuttal opposing the

case.

(First opposition speaker’s rebuttal – 2 minutes)

I thank the member for his/her remarks. The second opposition speaker will now deliver their argument.

(Second opposition speaker’s argument – 3 minutes)

I thank the member for his/her remarks. The second affirmative speaker will now deliver their rebuttal.

(Second affirmative speaker’s rebuttal – 2 minutes)

I thank the member for his/her remarks. I now call the second affirmative speaker to present their conclusion for 1

minute.

(Second affirmative speaker’s conclusion)

Thank you, and now the second opposition speaker will deliver their conclusion for 1 minute.

(Second opposition speaker’s conclusion)

I thank the opposition speaker for concluding the debate.

Timing Sheet

Check off the boxes as each speaker ends his/her speech.

If necessary, please allow for a 15 second grace period at the end of each rebuttal/argument.

Speaker Speech Warning Time

(Raise Hand)

End Time

(Stand)

PRO 1 INTRODUCTION 1 minute 1 min. 15 sec.

CON 1 INTRODUCTION 1 minute 1 min. 15 sec.

PRO 1 ARGUMENT 3 minutes 3 min. 15 sec.

CON 2 REBUTTAL 2 minutes 2 min. 15 sec.

CON 1 ARGUMENT 3 minutes 3 min. 15 sec.

PRO 1 REBUTTAL 2 minutes 2 min. 15 sec.

PRO 2 ARGUMENT 3 minutes 3 min. 15 sec.

CON 1 REBUTTAL 2 minutes 2 min. 15 sec.

CON 2 ARGUMENT 3 minutes 3 min. 15 sec.

PRO 2 REBUTTAL 2 minutes 2 min. 15 sec.

PRO 2 CONCLUSION 1 minute 1 min. 15 sec.

CON 2 CONCLUSION 1 minute 1 min. 15 sec.

SPEECH STARTERS

INTRODUCTION

a. OPENING REMARKS:

- “Good morning/afternoon Mr./Madam Chairman, ladies and gentlemen. Today, we are here to talk about...”

- Explain what the topic means to you. Define key or important words and ideas in a clear sentence or two.

o “We define the topic as: _____________________”

- Narrow the focus of your topic, if necessary.

o E.g., if your topic is capital punishment, you may need to say something like:

Capital punishment by hanging should be reinstated in Canada (or Ontario, or Oakville).

- State or reiterate your position

o “We the affirmative team believe that this statement is true.”

b. IDENTIFYING SPEAKERS

- “Today, as first speaker, I will be talking to you about: ____________________________.”

o Include a sentence or two about each of your main reasons in support of your team’s view.

- “Our second speaker will be talking about: _____________________________.”

o Include a sentence or two about each of your partner’s main reasons in support of your team’s view.

ARGUMENTS (PRO and CON) a. “I will be discussing (give the number) major ideas today.”

“My first point is: ________________________________________________________________________________.

o Explain the evidence and reasoning in support of your point. Use examples from the text and/or real life.

o Make a compelling case to ensure that your viewpoint is convincing.

b. Transition into your second point. (“Now, to my second point…”)

c. Close with your strongest point. (“Finally...)

d. Strongly reiterate the major argument you have defended (as though you are re-stating your thesis).

CONCLUSION a. “So, Mr./Madam Chairman, ladies and gentlemen, in conclusion…”

b. Finish the debate by re-stating the main arguments in support of your view.

- Summarize your team’s beliefs.

- You may use humour (if appropriate) or a thought-provoking quote/question.

- Thank the audience and the Chair of the debate for their attention.

ENG2D1 DEBATE – ARGUMENT EXEMPLAR

[NOTE: this is not a full 3 minute argument]

Be it resolved that: It is not possible to obtain justice in the Canadian legal system.

We, the affirmative, believe that is not possible for minorities and people with a lack of education and money to

obtain justice in the legal system in Canada. The system is created by and used by human beings, who always make

mistakes. Mistakes in the legal system lead, for example, to wrongful convictions—and wrongful convictions reinforce the

fact that the legal system favours those who have the power and money to pay for good legal representation.

A 2007 report by Vancouver lawyers who investigated the wrongful conviction inquiries between 1989 and 2007

identified four major reasons for wrongful convictions: racism and inappropriate attitudes by those in authority in the

criminal justice system; mistakes that “arise time and again” and relate to the “conduct of police, Crown prosecutors,

forensic scientists, defence lawyers and judges”; tunnel vision: taking evidence only from people that support the

evidence against the person they want to accuse; circumstances such as public pressure to convict, media and the

“culture of a game approach” (Bajer et al. 4).

The case of Ivan Henry illustrates all four of these errors and proves that people like him cannot obtain justice in

the Canadian legal system. Mr. Henry was convicted as a serial rapist in 1982 and sentenced to 35 years in prison. Police

wanted to convict someone because, according to a Globe and Mail article written on November 7th, 2014, the “city was

being terrorized by a serial rapist,” and did not bother to check Mr. Henry’s alibis. Semen collected from several victims

was never sent for testing to see if it matched the suspect. Three police officers put him in a choke-hold for the police

lineup photo, and his prior conviction was erroneously allowed into evidence at the jury trial. Eight years after his

conviction, his dying wife confessed that she had told police that her husband was guilty so that she could collect the

$1000 reward “to support her drug habit.” Mr. Henry chose to defend himself because he was convinced there was a

conspiracy to put him behind bars. He had only a Grade 8 education because he left an abusive home; the fact he had

spent time in prison for robbery and attempted rape put him at the top of the list of suspects (Mason).

In cases like those of Mr. Henry, people prove again and again that they cannot be objective, and more

importantly, that they immediately judge someone like him because of his background; thus, it is not possible for the

powerless and dispossessed to obtain justice in the Canadian legal system.

Works Cited

Bajer, Robin et al. Wrongful Convictions in Canada. Miller Thompson LLP Group, 2007. Web. 12

Nov. 2015.

Mason, Gary. “The Wrongfully Convicted are Never Truly Set Free.” The Globe and Mail (2014).

Print.

Name: _______________________

Works Cited

Use proper MLA documentation for your sources, and make sure you list them in alphabetical order.

Source #1 *Refer to examples/instructions if you are unsure of how to document your source

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Source #2 *Refer to examples/instructions if you are unsure of how to document your source

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Source #3 *Refer to examples/instructions if you are unsure of how to document your source

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Properly Documenting Your Sources (MLA FORMAT)

Go to our class website (www.loyolaenglish.weebly.com) *Password: griceenglish

Go to the RESOURCES tab and click on the MLA Style Guide

Based on the TYPE(S) of sources you have used, document them using the MLA Style Guide

For your convenience, the general format for internet / web sources is as follows:

Last name, First name of author or compiler or editor. “Title of Section Used Title Case and Quotes.” Title of

Entire Website in Italics and Title Case. Publisher or sponsor of the site, date of publication in day month and year order. Medium of publication. Date of access.

If the author is unknown: “Title of Section Used Title Case and Quotes.” Title of Entire Website in Title Case and Italics. Publisher or

sponsor of the site, date of publication in day month and year order. Medium of publication. Date of access.

Sample citation of an online magazine or journal article:

Driver, Thackwray. “South African Land Reform and the Global Development Industry.” African Studies

Quarterly 9.4 (2007): n. pag. Web. 26 Feb. 2017.

Examining an online news article citation:

Bellaire, Amber. “Canadian Nobel Winners Through History.” Globe and Mail. Globe and Mail,

6 Oct. 2009. Web. 12 Sept. 2016.

date of publication date of access full title of website publisher/sponsor

medium of publication (“print” or “web” – depending on whether you’ve accessed the source online)

Other items to note:

the first (or only) line of a citation is not indented; subsequent lines are indented

if there is no publication (*be careful: a potential red flag!), write “n.d.”

for journal articles and online periodicals, the following are typically included (in order):

volume, issue, date, page(s) for example: 9.4 (2007): 313-315

Are your sources C.R.A.P.? Based on the original C.R.A.P. TEST created by Librarian Molly Beestrum, Dominican University

LOOK AT YOUR SOURCE’S…

…CURRENCY; RELIABILITY; AUTHORITY; PERSPECTIVE

Before you start using any source, evaluate it. You could save yourself a lot of time later on.

Ask yourself the following questions:

Currency

- Can you locate when the source was written or last updated? The more specific the date, the better.

- Is this source current enough? Is it written in the last 20 years? If not, the information could be

outdated.

Reliability

- What type of information is being provided? Is it useful?

- Is the source biased in any way? If so, this could be a red flag.

- Are references included? *Look for a works cited page*

* “Studies show that…” is not a reliable piece of evidence if specific “studies” have not been

cited

Authority

- Who wrote the source? Based on his/her background, is the author an expert in the field?

- Who is the publisher? Is the publisher reputable?

Purpose

- Is the intent of the source to sell a product or persuade you to buy a service? This is a red flag.

- Are there ads? Pop-ups and excessive advertising are also red flags.

- Is the author presenting a fact or an opinion? Can you tell the difference?

ACCESSING LIBRARY DATABASES

STUDENTS: Go to www.hcdsb.org Students Library Services Secondary

EBSCO ACCESS:

From other computers, access the internet and enter: http://search.epnet.com

Enter the username: halinet Enter the password: roman

Literary Reference Centre Reference database that combines information from over 1000 books and monographs, literary encyclopedias, reference

works, and literary journals. *Document types include: literary criticism, biographies, reviews, etc.

Canadian Literary Reference Centre Reference database that consists of book and reference content from Essays on Canadian Writing Press (ECW Press). ECW

Press also provides several individual monographs and biographies, essays, and literary criticism.

MasterFILE Premier Multidisciplinary database that provides full text for more than 1750 general reference publications with full text

information dating as far back as 1975. It also includes nearly 500 full text reference books, 86,017 biographies, 105,786

primary source documents, and an image collection of 341,655 photos. *Database updated daily via EBSCOhost.

Canadian Reference Centre Combines Canadian magazines, newspapers, newswires and reference books to create the largest collection of regional

full text content available to Canadian libraries. *Database includes leading Canadian periodicals and international (US

and UK) periodicals in full text; full text reference books; full text biographies and an Image Collection.

Science Reference Centre Comprehensive research database that provides access to a multitude of full text, science-oriented content, including

nearly 640 science encyclopedias, reference books, periodicals, etc.

USERNAMES AND PASSWORDS Access Learning User name: hcdsb Password: hcdsb Britannica Username: haltcath Password: halt2369 Curriculum Video Username: hcdsb Password: catholic EBSCOHost (E) Username: halinet Password: roman Gale (G) Username: oakv28633 Password: roman Infobase Username: haltonc Password: library Learn360 User name: halton Password: halton OERB Username: haltonrcstudent Password: oerbs