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Debate for English Learners
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8 The Art of Argumentation
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• Debate: What and Why? • Activities for Debate • Deeper into Debate • Resources • Further Reading
Jeroen Root | MA TESOL | KNU Twitter @ChopEDU Google+ [email protected]
1. What words spring to mind
when you think of ‘debate’?
2. Where do we see debates happening?
3. Do you think debate is important? Why / Why not?
4. “Speakers are not born, they are made.”What do you think this means?
5. Can you name any famous debaters?
These prompts can get learners thinking about debate!
What Is DEBATE?
Abraham Lincoln, 1809 – 1865, 16th US president and political debater against slavery
Nelson Mandela, 1918 – 2013, president of South Africa, and anti-apartheid revolutionary
Brad Pitt, 1963 – present, High School Debater, Kickapoo High 1978-82
Who knew?
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• an excellent activity for language learning • develops critical thinking ability • teaches presentation skills • builds public speaking self-confidence • develops researching skills • challenges learners to do more with the English
language they have learned.
Why debate? Debate engages students in a variety of cognitive and linguistic ways
Davidson (1996), Nisbett (2003), Fukuda (2003)
“Not surprisingly, students who have received speech and debate training go on to become leaders in business, government, science, journalism, and education.”
- J. Scott Wunn, Executive Director National Forensics League Speech & Debate Honor Society
Prepare to speak out! (Activity)
In groups, time yourself talking about any topic that interests you. For example, ‘About Me’ or ‘About My Hobby’. If you pause, your group will say, “Hesitation!”, if you go off-topic, then they will say, “Deviation!”, and if you repeat something they will say, “Repetition!” It is then the next speaker’s turn. Try to speak for over a minute.
Prepare to Speak Out! (activity)
• Debate: a speaking activity in which two opposing teams present
arguments and evidence to support their opinions / ideas.
• Resolution: the topic to debate about.
• Affirmative team: agrees with the resolution.
• Negative team: disagrees with the resolution.
• Argument: an opinion / idea supported by a reason (why?).
• Evidence: an example or fact that supports your argument.
• Rebuttal: explains why one team disagrees with the other team.
• Judge / adjudicator: decides the winner.
Terms and Vocabulary
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In parliamentary debates, motions usually start with ‘This House Would…’ (THW) or “This House believes that…” (THBT).
• THBT the internet brings more harm than good. • THW support the right to have plastic surgery. • THBT the Olympics are a waste of money.
…or you can just say, “Animal testing should be banned” …or “Chocolate is goooood”
It Starts with a TOPIC The topic for debate is called the ‘RESOLUTION’ or the ‘MOTION’
Prepare to speak out! (Activity)
Some debate topics are more about personal preference than objective facts. For example, debates such as ‘Burger KingTM is better than McDonald’sTM’ (although they can be fun to argue about!). What debate topics can you think of that might interest your learners?
Brainstorming Topics (activity)
Debating Language (see glossary for more)
Expressing your opinion: • I think… • I suppose… • I feel that… • I believe… • In my opinion, • It seems to me… • Personally, • I feel that… • To my mind, • From my point of view, • If you ask me, • As for me,
Giving information (sequencers)
• To start with, • To begin with, • First of all, • Second(ly), • Third(ly), • Finally, • In the first place, • Next, • After that, • Lastly, • Finally,
Prepare to speak out! (Activity)
Choose one of your topics from the previous activity. With a partner, choose nine debating expressions and write them in a tic-tac-toe grid. Now, start the debate! Each time a debater uses one of the expressions, they can circle or cross out the expression. Three in a row wins debate tic-tac-toe.
Debate Tic-Tac-Toe (activity)
In my opinion…
I believe…
I feel that…
Next…
If you ask me…
I think…
Finally…
Most importantly
…
Also,…
It is not enough to say that your team is right.
You must prove that the other team is wrong!
Rebuttal
Refuting a point That’s not significant. That’s not always true. That’s easy to solve. That’s not necessarily true. That’s not relevant. That’s not true.
Disagreeing I disagree. I’m sorry, I can’t agree with you … Perhaps, but … I’m afraid that isn’t right … That may be the case, however… Nonsense! That makes no sense. I couldn’t disagree more!
Rebuttal tips: • You must use logic, reasons, examples and evidence. • Try to rebut the most important points of the other side's case. • Do not criticize the individual speakers; criticize what they say.
In a group, make a statement in the form of:
“X should do Y”
Have fun, it can be as silly as you like!
E.g “I believe that students should wear pink uniforms.” The next student should stand up and shout, “I couldn’t disagree more!” and then support it with a reason. E.g. “… because boys would be embarrassed if they wore pink.” Finally, they say, “However…” and then make their own argument…
“I couldn’t disagree more!” (activity)
I believe that…
I may be wrong, but I
believe…
It’s perfectly clear to me
that…
I think that…
It’s my opinion that…
A strong reason has the following qualities: • it logically supports the opinion. • it is specific and states the idea clearly. • it is convincing to a majority of people.
Smoking should be banned in public places because:
a) It is bad. b) It gives people bad breath and makes their teeth yellow. c) Second-hand smoke is harmful for non-smokers.
The students should think critically and explain why some reasons are strong and others are weak based on the above criteria. They can also rank them from strongest to weakest argument. In pairs, have students practice generating reasons for opinions.
LeBeau, Harrington, Lubetsky (2000)
Strong VS Weak Arguments
1. Love is more important than money. REASON: Because… 2. It is better to be married than single. REASON: Because…
Language point Comparison: X is _______ +er than Y. OR: X is more _______ than Y. Cause-and-effect: X causes Y. OR: If you do X, then Y will happen.
Also, play ‘Devil’s Advocate’ – think of reasons against the topic. Compare your reasons with another pair and decide whose reasons are stronger and why. Rank them again!
Brainstorming Strong Reasons
Supporting with Evidence
R .E. A. L.
Reason: “I believe... “
Evidence: “I know this because... “
Analysis: “This is important because... “
Link to the topic: Conclusion: “Therefore... “
Evidence can be… An Example: from your own experience or from what you heard or read. Common Sense: things that you believe everybody knows. Expert Opinion: the opinions of experts - this comes from researching the topic. Statistics: numbers - this also comes from research. LeBeau, Harrington, Lubetsky (2000)
Example: For example / for instance / let me give an example Whenever I go to a restaurant or bar and there are people smoking near me, I feel that I am breathing their smoke. This makes me a smoker even though I don't want to be. Common Sense: Everyone knows / if...then / it's common knowledge that Second-hand smoke is very unhealthy for non-smokers. Statistics: Second-hand smoke causes about 250,000 respiratory infections in infants and children every year, resulting in about 15,000 hospitalizations each year. Expert Opinion: According to.../ to quote.../ the book _____ says... According to the Environmental Protection Agency, "second-hand smoke causes approximately 3,000 lung cancer deaths in non-smokers each year."
Presenting Evidence
For great evidence, remember the 3Rs: ‘Relevant’, ‘Reliable’, and ‘Recent’.
Relevant: Find information that is related to your topic and supports your arguments.
Reliable: It is important that your research comes from reliable sources such as published books, official publications, and experts on the subject.
Recent: Ensure that your evidence is not too old. Outdated evidence is easily attacked and dismissed by the opposition.
Research R-R-R
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• Debate: What and Why? • Activities for Debate • Rebuttal • Strong Arguments
Review (so far, so good?)
Competitive Debate Formats
• Policy Debate : 2 speakers, multiple rounds, question round (CX)
• Lincoln Douglas Debate : 2 speakers, multiple rounds, CX, first speaker ends
• Crossfire (Ted Turner Debate) : 2 teams, 6 speakers, crossfire rounds, coin toss
• British Parliamentary Debate : 4 teams, 8 speakers, POIs, specific roles
• Asian Parliamentary Debate : 2 teams, 6 speakers, ‘Government’ starts/ends
Copious and excellent information on www.wikipedia.org
Also, great videos on www.youtube.com
Delving Deeper into Debate
Asian Parliamentary Debate
Prime Minister PM
Deputy Prime Minister DPM
Prime Minister’s Reply Speech PM
Leader of the Opposition’s Reply Speech LO
Leader of the Opposition LO
Deputy Leader of the Opposition DLO
Government Whip GW
Opposition Whip OW
Government Opposition
7 mins each POIs
allowed
4 mins No POIs during reply Speeches
Speaker Roles and Responsibilities (½ time format for language learners)
Alternative ‘Hybrid’ Style
A POI is a question or a statement by a member of the opposing team to show that they are listening and actively disagree. To offer a POI, a debater should stand up, raise their left hand and say, “Point of Information!” The speaker does not have to accept the POI; they can say, “Sit down please” or “No thank you”. If accepted, the question or statement should not take more than 15 seconds. In full-length debates, the first and last 60 seconds of each speech is considered "protected time" during which no POI may be offered. (For half-length debates, 30s is fine.) Each speaker should try to accept at least two POIs.
P. O. I. !
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• Outlining • Writing • Reviewing • Rehearsing
Debate Preparation
Outlining
Writing
Debate is not just about developing speaking skills Preparing an effective debate speech involves the entire writing process:
• Prewriting: brainstorming and research
• Outlining / Drafting
• Revision
• Editing
• Publication / Presentation …and evaluation.
Speaking: • Try to keep speaking for the full three minutes. • Use proverbs, anecdotes, stories or examples to explain your point. • Cue cards help a debater to remember their speech but DON’T simply read. • DON’T use inappropriate language or gestures.
Eye contact • DO keep eye-contact with the audience. • DON’T stare at your notes or the ground.
Voice • Speak clearly and loudly enough so that your voice can be heard by everyone. • Use your voice to stress important points.
Body language • Use positive body language to back up your speech. • You don't have to stay strictly behind the stand. Move around a little. If possible, DO use humor and irony…
Rehearse, Rehearse, Rehearse!
“My opponent’s argument is not unlike a Texas longhorn – a point here and there, but with a whole lot of bull in the middle!”
- Madsen Pirie, How to Win Every Argument: The Use and Abuse of Logic
The Rule of 3
‘Say what you are going to say,
Say it, and…
Say what you have said’!
…and Remember
Engage the audience: Have a poll before the debate Count a show of hands to determine the percentage of students who agree with the motion, disagree, or are ‘not sure’. After the debate, take another poll of opinions – this encourages students to listen to the debate and also indicates how persuasive each team was.
The Home Stretch: Scoring Debates
THBT Military Service Should be Compulsory
Agree Disagree Neutral
Scoring Debates WUDC Style
The role of the adjudicator: • Decide which team won the debate. • Determine the crucial issues in the debate. • Briefly summarize the arguments raised by both sides. • Rate each speech • Give points for improvement.
There is no draw or tie in a debate; only one side can win. When a decision is not clear because the teams are strong in different areas, the judge should step back and ask: who was I most persuaded by?
Scoring: Matter, Manner, and Method
•‘Matter’ (40) - What you present (i.e. the content)
•‘Manner’ (40) - How you present (i.e. the performance)
•‘Method’ (20) - The organization / structure of your presentation, the dynamism of responses, and teamwork.
/10 /10 /10 /10 /10 /10 /10 /10 /5 /5 /5 /5 100
8 7 5 7 7 5 6 9 5 5 4 5 73
WSDC Marking Guide
( MANNER ) ( MATTER ) ( METHOD )
Source: www.learndebating.com
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• Debate: An Excellent Activity for Language Learning • Activities for Debate: Free Talk, Tic-Tac-Toe • Rebuttal (“I couldn’t disagree more!”) • Research: RRR • Competitive Debate Formats • Debate Preparation: Outlining, Drafting • Rehearsing • Scoring
IN SUMMARY…
Further Reading and Resources
http://idebate.org/ https://www.educationworld.com/a_lesson/lesson/lesson304b.shtml http://www.learndebating.com/ http://iteslj.org/Techniques/Krieger-Debate.html http://www.netimes.co.kr
PROTIP: Google “Debate”
T h a n k y o u !
