1. Debate

2. Terms
Debate: formalized public speaking in which participants prepare and present speeches on opposite sides of an issue to determine which side has the stronger arguments.

3. terms
Proposition or resolution: a statement that asserts a fact, makes a value judgment, or recommends a policy. Starts with the word “Resolved.”
Proposition of fact: makes a statement about what has happened, is happening, or will happen.
Example: RESOLVED, that the world will end on December 21, 2012.
Proposition of value: expresses judgments about the relative merit of a person, place, or thing.
Example: RESOLVED, that academic extra-curricular activities are more valuable than athletics.
Proposition of policy: focuses on specific plans of action.
Example: RESOLVED, that the United States government should abolish the death penalty.

4. TERMS Status Quo: the existing state of affairs.
EXAMPLE: Currently, capital punishment is legal in 33 states.
Burden of Proof: obligation to present arguments for changing the status quo. Affirmative side’s responsibility
Contention: an assertion maintained in a debate
EXAMPLE:
“Our first contention is that the death penalty is unconstitutional.”
“Our second contention is that capital punishment kills the innocent and mentally ill.”
“Our third contention is that there are more disadvantages than advantages to the death penalty.”

5. terms Constructive Speech: speech which builds an argument
Given by both affirmative and negative.
Establishes reasons for the superiority of their side.
Rebuttal Speech: speech which rebuilds an argument
Rebuilds arguments that have been questioned.
Attacks arguments that have been raised by the other side.

6. terms
Cross-Examination Debate: form of debate which involves two affirmative speakers and two negative speakers who argue a proposition of policy.
*In our class, to save time, the cross-examination format will be as follows:
1st Affirmative: 5-minute constructive speech
1st Negative: 5-minute constructive speech
2nd Affirmative: 3-minute constructive speech/refutation
2nd Negative: 3-minute constructive speech/refutation
1st Negative: 2-minute rebuttal
1st Affirmative: 2-minute rebuttal
2nd Negative: 1-minute rebuttal
2nd Affirmative: 1-minute rebuttal

7. activity
With a partner, write a proposition of fact, a proposition of value, and a proposition of policy.
Then, using your proposition of policy, write down:
The status quo
Three contentions to support your proposition/resolution
Each partner needs their own piece of paper; turn it in to the tray when finished.

8. terms Key Issues: points of disagreement in the debate
Questions that a speaker must answer in order to justify the adoption/rejection of the proposition.
Affirmative must answer “yes”
Negative must answer “no”
Example:
Are there more disadvantages than advantages to the death penalty?
Is the death penalty unconstitutional?

9. terms
Stock Issues: formula of set questions that are adapted to the particular debate topic
Ill: Is there a problem with the current situation?
EXAMPLE: Is capital punishment causing a problem?
Blame: Is the current policy responsible for the problem?
EXAMPLE: Is the current policy on capital punishment responsible for the ill?
Cure: Will the proposition solve the problem?
EXAMPLE: Are there facts to support the statement that abolishing capital punishment will solve the problem?
Cost: What are the costs of the proposition?
EXAMPLE: What are the consequences of abolishing the death penalty?

10. terms
Proof: the reasons and evidence given to answer the questions in the stock issues
Reasons: statements that justify the proposition
Evidence: facts and opinions to support each reason
Is the evidence recent enough to be relevant?
Is it well documented?
Is it reliable/credible?
Is it objective?

11. example
RESOLVED, that the United States government should abolish the death penalty.
Stock issue: Is capital punishment causing a problem?
Affirmative reason: Capital punishment is violating the constitutional rights of U.S. citizens.
Affirmative evidence: The Eighth Amendment to the Constitution prohibits cruel and unusual punishment.
Negative reason: Capital punishment is not a violation of constitutional rights.
Negative evidence: According to historian Eva Lynd, an expert on the Founding Fathers, the intent of the eighth amendment was to prevent drawn-out torture.

12. terms
Case: consists of the reasons and evidence on which you base your position
Affirmative case: presents reasons and evidence that support a proposition.
Prima facie case: one that contains enough reasons and evidence to win a debate if the other side presented no argument.
Problem-solution pattern: organizes information to present both a problem and a solution to that problem.
Comparative advantages pattern: organizes information to demonstrate that the proposal would have significant advantages over the status quo.

13. terms
Negative case: gives reasons and evidence that act as straight refutation of the affirmative case, defend the status quo, and/or present a counterplan
Straight refutation: the entire negative case will be a denial of each affirmative argument stated
Counterplan: a different solution.

14. activity
Get together with your partner from yesterday and take out your propositions of policy and contentions.
Switch papers with another group. Your job is to look at their contentions. Acting as the negative, write a straight refutation and a counterplan together.

15. terms Refutation: attacking the argument of the opposition
Rebuttal: rebuilding your argument after it has been attacked
Generalization: conclusion based on one or more specific instances
Causation Argument: provides a conclusion that is a direct result or effect of one or more particular sources or conditions
Analogy: comparison of something with a similar event, state, or set of circumstances
Sign Argument: draws a conclusion based on certain signs or indicators.

16. How to refute an argument
State clearly and concisely the argument you are going to refute.
State what you will prove.
Present the proof completely, with documented evidence.
Draw a conclusion.

17. How to develop a rebuttal
Restate the argument you made originally.
State what your opponent said against your original point.
State your position on your opponent’s attack.
Present the proof completely, with documented evidence.
Draw a conclusion.

18. Activity
Activity: As a class, identify these arguments. Then come up with two questions that we need to ask about that kind of reasoning.
Most of us got our best golf scores on the fifth hole. The fifth hole must be the easiest.
We think it’s the measles. He has a fever and has broken out in a rash.
The plan worked well for Sartell’s junior class. Since our school is approximately the same size, it will probably work for our junior class.
We’re probably going to have a bad storm. The sky is filled with dark clouds, the wind is blowing, and lightning is flashing.
Your friend Heather told you that she studies math at least one hour a night; you conclude that she will get good grades.

19. Ethos/pathos/logos Ethos Pathos Logos Relates to ethics
Example argument: Jane Smith, a professor of education at Harvard University, is a champion of year-round school as a system for continuous learning.
Pathos
Relates to emotion
Example argument: In 1990, Jesse Joseph Tafero was put to death in the electric chair. Six-inch flames shot out of his head. He was later found innocent.
Logos
Relates to logic
Example argument: LGBT marriages, at 85%, have a higher success rate than heterosexual marriages (72%).