1. Debates How to argue effectively and formally

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

3. Purposes of Debate To determine the set of arguments that seem most convincing To determine the set of arguments that seem most convincing To test the speakers under pressure To test the speakers under pressure Engage in mental and verbal battle Engage in mental and verbal battle Allows the audience to make better decisions about important issues Allows the audience to make better decisions about important issues

4. Benefits of Debate Stimulation of interest in current events Stimulation of interest in current events Development of critical thinking skills Development of critical thinking skills Sharpening of communication skills Sharpening of communication skills Improvement of research abilities Improvement of research abilities Heightened understanding of how change occurs in a democratic society or organization Heightened understanding of how change occurs in a democratic society or organization

5. Structure of Formal Debate Proposition Proposition A statement that can be answered yes or no, and that generally demands that some specific action be taken or not taken A statement that can be answered yes or no, and that generally demands that some specific action be taken or not taken Resolved, that the U.S. should provide universal health care for its citizens Resolved, that the U.S. should provide universal health care for its citizens Resolved, that the Village of Skokie should offer language interpreters for official village business in languages spoken by five percent or more of its residents Resolved, that the Village of Skokie should offer language interpreters for official village business in languages spoken by five percent or more of its residents

6. Structure, cont. Proposition is worded: Proposition is worded: as a statement, rather than as a question as a statement, rather than as a question To permit only a for or against response To permit only a for or against response So that each side has an equal opportunity to argue its position successfully So that each side has an equal opportunity to argue its position successfully To address a current, controversial issue To address a current, controversial issue To call for a change in present policy or procedure To call for a change in present policy or procedure Using specific, concrete non-judgmental language Using specific, concrete non-judgmental language

7. The two sides Affirmative side Affirmative side Purpose Purpose Attack the way things are Attack the way things are Argue for a specific change Argue for a specific change Aim Aim To demonstrate that there are serious flaws To demonstrate that there are serious flaws To propose a change from present policies or procedures To propose a change from present policies or procedures The Burden of Proof The Burden of Proof The status quo is assumed to be correct The status quo is assumed to be correct Change must come for a compelling reason Change must come for a compelling reason

8. The two sides Negative side Negative side Purpose Purpose Support the way things are Support the way things are Refute the call for change Refute the call for change Aim Aim To demonstrate that there no serious flaws To demonstrate that there no serious flaws To suggest that the call for change is misguided, at best or malevolently motivated, at worst To suggest that the call for change is misguided, at best or malevolently motivated, at worst

9. Structure of Debate Opening Statement – one minute for each side Opening Statement – one minute for each side State your position State your position Lay out the reasons for your position (no more than three) Lay out the reasons for your position (no more than three) Identify the major reasons for your position (and, if necessary, the reasons that your opponent’s position is flawed) Identify the major reasons for your position (and, if necessary, the reasons that your opponent’s position is flawed) 90 seconds for each side 90 seconds for each side Affirmative side begins Affirmative side begins

10. Structure of Debate Affirmative Construction – Three minutes Affirmative Construction – Three minutes Lay out the arguments for a policy change (three reasons – approximately one minute for each argument) Lay out the arguments for a policy change (three reasons – approximately one minute for each argument) Offer evidence and examples to support your position Offer evidence and examples to support your position Offer specific details for a change to the existing policy or procedure Offer specific details for a change to the existing policy or procedure Don’t just tell us it’s wrong, explain how to make it right Don’t just tell us it’s wrong, explain how to make it right Address the benefits of the proposed change Address the benefits of the proposed change

11. Structure of Debate Negative Construction– Three minutes Negative Construction– Three minutes Lay out the arguments for retaining the policy (three reasons – approximately one minute for each argument) Lay out the arguments for retaining the policy (three reasons – approximately one minute for each argument) Offer evidence and examples to support your position Offer evidence and examples to support your position Offer specific details to maintain the existing policy or procedure Offer specific details to maintain the existing policy or procedure Don’t just tell us it’s right, explain why it is important to maintain the status quo Don’t just tell us it’s right, explain why it is important to maintain the status quo If necessary, address the history of the existing policy to explore how it has evolved into its current state If necessary, address the history of the existing policy to explore how it has evolved into its current state

12. Structure of Debate Rebuttal of affirmative Construction – Two minutes Rebuttal of affirmative Construction – Two minutes Identify the flaws in the negative position Identify the flaws in the negative position Demonstrate that the changes will result in a situation that is worse than the status quo Demonstrate that the changes will result in a situation that is worse than the status quo Offer specific examples Offer specific examples as evidence of the dangers of the change as evidence of the dangers of the change Address the detriments of the proposed change Address the detriments of the proposed change Offer ways in which the existing position could be modified, if necessary Offer ways in which the existing position could be modified, if necessary

13. Structure of Debate Rebuttal of Affirmative position – Two minutes Rebuttal of Affirmative position – Two minutes Take copious notes and confer with your partner as your opponents speak; note both the substance of their argument, the quotations, facts, and statistics they cite and the source(s) of this information; you might need to question the reliability or the bias of a source in your refutation Take copious notes and confer with your partner as your opponents speak; note both the substance of their argument, the quotations, facts, and statistics they cite and the source(s) of this information; you might need to question the reliability or the bias of a source in your refutation Identify the flaws in the affirmative position Identify the flaws in the affirmative position Demonstrate that the changes will result in a situation that is worse than the status quo Demonstrate that the changes will result in a situation that is worse than the status quo Offer specific examples as evidence of the dangers of the change Offer specific examples as evidence of the dangers of the change

14. Using Evidence Be sure that you have consulted reliable sources Be sure that you have consulted reliable sources You need direct quotations, facts, and statistics at the ready; this is especially important for the rebuttal stage, where you and your partner will need to be “thinking on the fly” and preparing your response to your opponents’ arguments You need direct quotations, facts, and statistics at the ready; this is especially important for the rebuttal stage, where you and your partner will need to be “thinking on the fly” and preparing your response to your opponents’ arguments Identify not only the information, but its source and the authority/qualifications of that source to ensure that your information is given weight and import by your opponents and your audience Identify not only the information, but its source and the authority/qualifications of that source to ensure that your information is given weight and import by your opponents and your audience Take note of not only the information that your opponents use, but to the source of their information, as your rebuttal might entail questioning the validity of the information and/or the credibility of the source. Take note of not only the information that your opponents use, but to the source of their information, as your rebuttal might entail questioning the validity of the information and/or the credibility of the source.

15. Forms of Reasoning Induction – reasoning from specific facts to formulate general principles (e.g. the number of home foreclosures as evidence of a need for government intervention in the home mortgage system) Induction – reasoning from specific facts to formulate general principles (e.g. the number of home foreclosures as evidence of a need for government intervention in the home mortgage system) Deduction – reasoning from general principles to specific cases (e.g. in a free market economy, any form of government intervention. You would then offer an example of a government intervention that resulted in negative consequences and then make the logical connection between the example you offered and the consequences of government intervention in the mortgage system) Deduction – reasoning from general principles to specific cases (e.g. in a free market economy, any form of government intervention. You would then offer an example of a government intervention that resulted in negative consequences and then make the logical connection between the example you offered and the consequences of government intervention in the mortgage system)

16. Forms of Reasoning Cause to Effect – Reasoning from what began something to its effect (e.g. because unregulated lenders were unscrupulous, many people have now lost their homes) Cause to Effect – Reasoning from what began something to its effect (e.g. because unregulated lenders were unscrupulous, many people have now lost their homes) Effect to Cause – Reasoning from a result back to its cause (e.g rebutting the above argument by demonstrating how effective the home mortgage system has been in creating record rates of home ownership in the U.S. as compared to countries where the government is involved in regulating the housing market) Effect to Cause – Reasoning from a result back to its cause (e.g rebutting the above argument by demonstrating how effective the home mortgage system has been in creating record rates of home ownership in the U.S. as compared to countries where the government is involved in regulating the housing market)

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

18. Suggestions for Success Listen carefully for flaws in your opponents’ case Listen carefully for flaws in your opponents’ case Unsupported assertions Unsupported assertions Faulty reasoning Faulty reasoning Unreliable sources Unreliable sources Misinterpretation of facts and statistics Misinterpretation of facts and statistics

19. Suggestions for Success Take copious notes while your opponents’ speak Take copious notes while your opponents’ speak Cross examine your opponents Cross examine your opponents Prepare general questions based on what you anticipate they will say Prepare general questions based on what you anticipate they will say Offer specific questions based on what they do say Offer specific questions based on what they do say

20. Suggestions for Success Be prepared for cross examination Be prepared for cross examination Anticipate which parts of your argument are most likely to be challenged Anticipate which parts of your argument are most likely to be challenged Do not answer rhetorical (i.e. baiting) questions (e.g. do you really expect us to believe…? Is that all you have to say?, etc.) Do not answer rhetorical (i.e. baiting) questions (e.g. do you really expect us to believe…? Is that all you have to say?, etc.) Do not allow yourself to become flustered or angry Do not allow yourself to become flustered or angry Let your arguments speak for themselves Let your arguments speak for themselves

21. Suggestions for Success Use inflection, tone and gestures to their fullest advantage Use inflection, tone and gestures to their fullest advantage Prepare, Prepare, Prepare Prepare, Prepare, Prepare Have fun Have fun

22. Structure Teams of four (two for affirmative construction; two for negative construction) Teams of four (two for affirmative construction; two for negative construction) Opening Statements – One minute each Opening Statements – One minute each Affirmative position (with three reasons and evidence) – Three minutes Affirmative position (with three reasons and evidence) – Three minutes Negative position (with three reasons and evidence) – Three minutes Negative position (with three reasons and evidence) – Three minutes Refutation of negative position – Two minutes Refutation of negative position – Two minutes Refutation of affirmative position – Two minutes Refutation of affirmative position – Two minutes Total time for each two-person team – six minutes Total time for each two-person team – six minutes Total time – 12 (twelve) minutes Total time – 12 (twelve) minutes

23. Evaluation Rubric Debate Evaluation Names: _______________________________________________ Opening Statement 12345x 3_____ / 15 Strength of position (affirmative negative): Clarity of claims 12345x 3_____ / 10 Use of evidence 1 2345x 3_____ / 15 Persuasiveness of warrants (explanations of evidence) 12345x 3_____ / 15 Strength of Rebuttal Use of evidence Use of evidence 12345x 3_____ / 15 Use of reasoning 12345x 3_____ / 15 Delivery (gestures; facial expression; eye contact; timing; use of voice; preparedness) _____________________ /15+ _____ / 85_____ / 100

24. Suggested topics for Debates All of the following are based on existing Niles West policies: Resolved, food shall be prohibited in all classrooms Resolved, food shall be prohibited in all classrooms Resolved, cell phones shall not be permitted to be used anywhere in the building during the normal school day Resolved, cell phones shall not be permitted to be used anywhere in the building during the normal school day Resolved, the Behavior Adjustment Center (BAC) shall be used to ensure students’ adherence to Niles West policies and procedures Resolved, the Behavior Adjustment Center (BAC) shall be used to ensure students’ adherence to Niles West policies and procedures Resolved, all students who try out for a particular sport will be guaranteed a position on a team Resolved, all students who try out for a particular sport will be guaranteed a position on a team

25. Suggested topics for Debates Resolved, all Niles West homerooms shall be single gender Resolved, all Niles West homerooms shall be single gender Resolved, Niles West will employ a plus/minus grading system is all academic classes Resolved, Niles West will employ a plus/minus grading system is all academic classes Resolved, every Niles West student whose semester or cumulative grade point average (GPA) is below 2.5 shall be assigned to a study hall until his/her semester and cumulative GPA rise above 2.5 Resolved, every Niles West student whose semester or cumulative grade point average (GPA) is below 2.5 shall be assigned to a study hall until his/her semester and cumulative GPA rise above 2.5 Resolved, all students who attend the Niles West prom must participate in a school-based post-prom part from 12 a.m. until 7 a.m. Resolved, all students who attend the Niles West prom must participate in a school-based post-prom part from 12 a.m. until 7 a.m. Resolved, students shall not be permitted to wear hats on school grounds during the regular school day or at any school-sponsored event Resolved, students shall not be permitted to wear hats on school grounds during the regular school day or at any school-sponsored event