Judy Kahalas for The Writing Center Roxbury Community College Is it Debatable? Judy Kahalas for The Writing Center Roxbury Community College

Outcomes At the conclusion of this workshop, you will be able to do the following: Understand the protocols and rules of debate Know how to prepare a topic for debate Know how to conduct a debate using rules and Parliamentary Procedure Recognize the affirmative and negative sides Write briefs and evidence cards

Debate as a Form of Oral Communication Debates challenge us to examine the opposing points of view of an argument and determine which is stronger. All the techniques of speech are integrated in presenting a side. Debaters are generally judged on performance as much as (if not more than) content! Debates begin with a proposition (the issue of the debate) that obviously must have two sides. What issues can you think of that would make interesting debate topics? Write down three.

What makes a proposition? Just like thesis statements, propositions need to follow specific guidelines: They need to be worded so that the response is either “yes” or “no.” They need to be a statement. They are able to provide each side with an equal chance for making an argument. They are interesting: current, controversial, and concerning for most people They are neutral; that is, they do not state a position, just an issue

Let’s Practice Writing the Proposition Some ideas below may evolve into propositions. Others won’t. Try to write a proposition using this checklist and see what works and what doesn’t. Is this a Statement? Can the answer be yes or no? Potential for equal sides discussion Issue is current, controversial, and concerning Wording is neutral and specific Students who miss more than 3 classes in a course should fail the course.

Two Sides Affirmative Negative Missed classes can’t be made up: Learning happens in many ways, not only by sitting in class: The dialogue and interaction between students and professor Professors need to put lecture notes online The information presented Students can gather information from classmates The audio/visual aspect of classroom instruction Texts and internet are great sources of information

In a debate, each side has a specific job to complete. Jobs of Debaters In a debate, each side has a specific job to complete. The affirmative side constructs the change that they feel should occur. Therefore, they must do the following: Attack the status quo Support the idea of change (through evidence) How is this accomplished? By highlighting that there is a problem and that the solution offered would eliminate the problem. By presenting a prima facie case. This Latin term means “on its first appearance,” or a clear-cut argument on its own merit if it were not standing up to an opposing argument. Unfortunately, the burden of proof is on the affirmative side. This means that they have to have researched the opponent’s counter-argument and be able to attack it.

Negative Side The negative side has an important job, too. They need to disprove the position of the affirmative side. However, they can prevail if they do careful and specific research: Show that the “problem” is not a problem; the status quo is okay! Find flaws in the logic of the affirmative side: showing that problems could certainly develop from the proposed changes Prove that the link between the proposed plan and the actual need are not logically related. Attack all of the parts of the argument (called a running-refutation negative case).

Next Steps In a formal debate, there is a specific protocol that must be followed: Analyze the proposition and define the terms Check out both sides of the issue: your side and the opposing point of view (see our Library website and the section on opposing point of view in articles: Go to our college website, then Library (under QuickLinks) then articles alphabetic list, then Opposing Viewpoints in Context); you should also use other resources in the RCC Library such as books, articles, and e-books. Stay focused: don’t lose track of your main points Macro and micro-manage your debate: Construct a brief (an outline of the case in its entirety) to provide yourself with an overview of the whole argument that you’ll be making and evidence cards (3 X 5 notecards) that contain single points. Review and practice! Use techniques of oral communication: tone, pitch, visual, vocal and verbal, eye contact, conversational tone, establishing common ground, etc.

Model for your Brief (Outline) Introduction: Introduces the Proposition Justification for the debate A. B. C. II. Background of the proposition III. Definition of controversial terms in the proposition IV. Waived Issues V. Conceded Issues VI. Primary Issues A. Affirmative side B. Negative side

Model (continued) Discussion First main contention A. First subcontention 1. Evidence a. b. II. Second main contention III. Third main contention Conclusion Since III. As a result of all this information, (restate your claim or position, whether affirmative or negative) Rozakis, Laurie. The Complete Idiot’s Guide to Public Speaking. New York: Alpha Books, 1999.

Partnerships are Critical Debates depend on the unity and strength of the group. Make sure you have MORE than enough evidence to support your side. Make sure you have a logical order in your presentations. Make sure that each member of the team knows when to speak and how to support each other. Use effective speech techniques!