1. FORMAL DEBATE UNIT THE TOOLS NEEDED TO BE SUCCESSFUL IN FORMAL DEBATING

2. FRIEND OR FOE “Debate is the art of pleasant disagreement” Jake Hoover—former debate coach “Debate is the art of pleasant disagreement” Jake Hoover—former debate coach Enemies quarrel to destroy one another while friends debate among themselves for their better instruction. (A paraphrase from the words of Plato) Enemies quarrel to destroy one another while friends debate among themselves for their better instruction. (A paraphrase from the words of Plato)

3. Debate is a formal type of argument designed to test the merits of a particular conclusion or solution Debate is a formal type of argument designed to test the merits of a particular conclusion or solution It avoids personality clashes It avoids personality clashes There is a difference between “arguing down” a friend and “arguing with” a friend There is a difference between “arguing down” a friend and “arguing with” a friend Formal debates are commonly used in educational settings Formal debates are commonly used in educational settings Debates do exist in the “real world” Debates do exist in the “real world” Lawyers debate in courts Lawyers debate in courts Legislators debate in the House and Senate Legislators debate in the House and Senate Political candidates debate on television Political candidates debate on television You debate with a friend or a teacher You debate with a friend or a teacher

4. ISSUE—The subject of a debate ISSUE—The subject of a debate PROPOSITION—The focus of a debate. It is in the form of a carefully worded statement that indicates the particular position being supported by the affirmative side. PROPOSITION—The focus of a debate. It is in the form of a carefully worded statement that indicates the particular position being supported by the affirmative side. Propositions start off like this: Resolved: That Propositions start off like this: Resolved: That Following the “That” is a clear, concise statement of the conclusion that one side wants accepted Following the “That” is a clear, concise statement of the conclusion that one side wants accepted

5. 5 Rules For Phrasing Propositions 1. Statement should focus on central idea. 2. Should be affirmative in intent. --Topic should be phrased so that the affirmative side will be supporting a change in the status quo (way things are now). --Example could be—Resolved: That the President of the United States should hold office for one six-year term.

6. 5 Rules of Propositions cont. 3. Proposition should be stated affirmatively. --Negative statements are confusing. --The affirmative argues for --The Negative side argues against --Example of a confusing proposition could be—Resolved: That the United States not legalize marijuana for any purposes, medical, social, or personal.

7. 5 Rules of Propositions cont. 4. Proposition should be stated in neutral language. ---No heavily loaded emotional terminology because this gives one side an unreasonable advantage and the other a near impossible task. ---For example—Resolved: That no United States citizen should die from lack of sufficient medical care. ---A less loaded statement—Resolved: That the federal government should provide essential medical care to all citizens at public expense.

8. 5 Rules of Propositions cont. 5. Proposition should be phrased clearly and precisely. --This is like having a persuasive thesis --Always be specific in word choice --Avoid generalizations and being too broad or vague --For example—Resolved: That there ought to be some changes made around our school. (Too vague—No specifics)

9. MORE SAMPLE PROPOSITIONS Resolved: That Congress should take action to outlaw the manufacture and sale of handguns. Resolved: That Congress should take action to outlaw the manufacture and sale of handguns. Resolved: That coal mining should be abolished in the United States Resolved: That coal mining should be abolished in the United States Resolved: That the United States should discontinue foreign aid. Resolved: That the United States should discontinue foreign aid.

10. PRACTICE WHAT YOU’VE LEARNED **How are these propositions improperly phrased? Resolved: That alimony payments should not be done away with in divorce decisions. Resolved: That alimony payments should not be done away with in divorce decisions. Resolved: That our community should spend more on public education and renovating downtown. Resolved: That our community should spend more on public education and renovating downtown. Resolved: That math not be required for high school graduation. Resolved: That math not be required for high school graduation. Resolved: That the United States Constitution should be amended. Resolved: That the United States Constitution should be amended. Resolved: That those inconsiderate, sloppy citizens who Resolved: That those inconsiderate, sloppy citizens who thoughtlessly litter our streets be sentenced to one day’s service with the city sanitation department for each violation. thoughtlessly litter our streets be sentenced to one day’s service with the city sanitation department for each violation.

11. 3 Types of Propositions A. PROPOSITION OF FACT—A statement that something is true. --Resolved: That John Doe killed Joe Doe --Resolved: That state employment practices are discriminatory. --POF requires you to demonstrate objectively that something exists, is true, or did happen.

12. 3 TYPES OF PROPOSTIONS B. PROPOSITION OF VALUE—Statements based on value judgments, beliefs, and opinions --Resolved: That the United States’ Government is superior to any other. --Resolved: That a woman’s place is in the home. --Resolved: That Ben Roethlisberger is a better quarterback than Jake Delhomme. --Resolved: That Ben Roethlisberger is a better quarterback than Jake Delhomme. **The affirmative side would be required to first explain their criteria or definitions for what superior and woman’s place means.

13. 3 TYPES OF PROPOSITIONS C. PROPOSITION OF POLICY—Statements which call for some particular action to be taken in the future. (You will debate this type of proposition) ---Resolved: That smoking in public places should be illegal. ---Resolved: That physical education class should be an optional elective instead of a mandatory requirement for graduation.

14. DECIDING ON A TOPIC 1. ASK QUESTIONS SUCH AS What school problems would make good debate topics? What school problems would make good debate topics? What problems exist in your community that you would like to debate? What problems exist in your community that you would like to debate? What problems are currently being debated in your state legislature? In the US Congress? What problems are currently being debated in your state legislature? In the US Congress?

15. Proposition of Fact, Value, or Policy? Choose the correct one for the following propositions: Resolved: That many movies rated PG are worse than most rated R. Resolved: That many movies rated PG are worse than most rated R. Resolved: That Congress should take action to outlaw the manufacture and sale of handguns. Resolved: That Congress should take action to outlaw the manufacture and sale of handguns. Resolved: That smoking is a sin. Resolved: That smoking is a sin. Resolved: That smoking is harmful to your health. Resolved: That smoking is harmful to your health. Resolved: That contributions of minorities have been ignored in most history texts. Resolved: That contributions of minorities have been ignored in most history texts. Resolved: That nuclear power generation is as safe as conventional fossil fuel. Resolved: That nuclear power generation is as safe as conventional fossil fuel.

16. Propositions of Policy should be 1. About a current problem --Information on outdated topics aren’t very enlightening for debaters or audience 2. Topics should also be controversial. --If everyone agrees, there is no need for debate 3. Should be based on a complex issue --It’s ridiculous to debate an issue that hinges on easily obtainable facts. --Topics should require lots of research and time involved

17. CHOOSING A TOPIC Evaluate each of your group’s suggested topics in terms of the topics being current, controversial, and complex. (The 3 C’s) Evaluate each of your group’s suggested topics in terms of the topics being current, controversial, and complex. (The 3 C’s) Pick 5 topics and phrase them as propositions of policy. Which do you think would make the most interesting debate and why? Pick 5 topics and phrase them as propositions of policy. Which do you think would make the most interesting debate and why?

18. OTHER EXAMPLES OF DEBATES LITERARY DEBATE LITERARY DEBATE Can deal with Props of fact, value, or policy Can deal with Props of fact, value, or policy One of fact might seek to establish real authorship of works such as Shakespeare being the real playwright of his plays One of fact might seek to establish real authorship of works such as Shakespeare being the real playwright of his plays One of value might be a debate on the merits of reading Ray Bradbury over the merits of reading Kurt Vonnegut, Jr. One of value might be a debate on the merits of reading Ray Bradbury over the merits of reading Kurt Vonnegut, Jr. One of policy might focus on what kinds of literature should be emphasized in English class. One of policy might focus on what kinds of literature should be emphasized in English class. Think of a recent film that may have controversial content that may be beneficial to use in a debate Think of a recent film that may have controversial content that may be beneficial to use in a debate Think of a story or book that may be used in debate Think of a story or book that may be used in debate

19. OTHER EXAMPLES OF DEBATE HISTORICAL DEBATE HISTORICAL DEBATE Pick a topic of historical importance Pick a topic of historical importance One of value may deal with the pros and cons of decisions of Truman to drop atomic bombs on Hiroshima or the decision of the Soviet Union to exile author Aleksandr Solzhenitsyn One of value may deal with the pros and cons of decisions of Truman to drop atomic bombs on Hiroshima or the decision of the Soviet Union to exile author Aleksandr Solzhenitsyn Think of historical events that might be interesting topics to debate Think of historical events that might be interesting topics to debate

20. GETTING YOUR GROUP STARTED There will be groups of 4 and 1-2 of 5 depending on the class numbers There will be groups of 4 and 1-2 of 5 depending on the class numbers Students will brainstorm possible ideas—have at least 5 Students will brainstorm possible ideas—have at least 5 Students will narrow topic by Friday Students will narrow topic by Friday Students will begin working on completing proposition worksheet on Friday to be turned in at end of class on Friday or no later than Monday Students will begin working on completing proposition worksheet on Friday to be turned in at end of class on Friday or no later than Monday Group propositions have to be approved by teacher Group propositions have to be approved by teacher Groups will split into affirmative and negative sides Groups will split into affirmative and negative sides

21. SUMMARY OF PART I 1. Have one central idea 2. Be affirmative in intent 3. Be stated affirmatively 4. Be stated in neutral language 5. Be phrased clearly and precisely 6. Proposition of Fact; of Value; of Policy 7. Prop of Policy to be 3 Cs 8. Literary and Historical Debates