7/25/2019 H6 Classroom Debate
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H6Classroom Debate
Classroom debate, in which teams explore arguments for and
against a specific proposition, can be an effective and
practicalteaching tool. Debating allows several different qualities
to emerge, including collecting and organizing ideas, evaluating
ideas, seeinglogical connections between ideas, adapting to new
situations quickl and efficientl, and speaking persuasivel.
Language and Delivery in Debate. !ike public speaking, effective
debate speaking is clear, well"organized, and informative.
#heaudience is a big part of debate, and as the audience is acting
as a judgein the debate, the debaters should remember a few
additionalrules. #he audience is not like a courtroom $udge, so the
debater should not deliver as man facts as possible in a short
time. #he debatshould connect the information and present it to the
audience as a completed work, not short facts haphazardl glued
together. #he
language used in debate contributes to this completeness b being
intelligible, free of $argon and clich%s. Transitionsare the ke to
agood debate. Debaters need to give verbal signposts so the
audience can follow the outline.Attitude of Speakers. Debate is
controversial and controvers often becomes heated. However, tring
to attack opponents gains nothinDebaters should show respect for
opponents and for the worth of ideas, as well as displaing courtes
and fair"mindedness at all times. is not realistic to take a 'right
or wrong' attitude toward debate. (peakers should never forget that
a good debate is an honest attempt to
provide the audience)$udge with two different answers to the
question asked in the proposition. Debate instructs its
participants in theintricate art of effectivel communicating
without attacking and alienating others. *lthough the debate
framework suggests two mutualexclusive answers, the knowledge and
reasoning the debaters present ma suggest possible compromise or
collaborate solutions.
DEBATE FORMATProposition. #he instructor should give the two
debating teams a proposition to debate or allow the two teams to
agree upon aproposition. #he proposition should take a definite
stance on an issue. #he affirmative will support the proposition
and the negative teawill den the affirmative+s stance. #he
proposition should follow this format -example '/esolved #hat the
0.(. would be $ustified insignificantl increasing trade
restrictions.'Order and Time Limits in Debate. #he debate format
follows a specific order. #he affirmative team speaks first and
last. Classroom
debate can have one to three members per team. #he following
debate format takes 12 minutes to complete." 3st *ffirmative speech
-affirmative team member 43""6 mins
" Cross"examination b negative team member 45"" mins" 3st
7egative speech -negative team member 43""6 mins
" Cross"examination b affirmative team member 45"" mins" nd
*ffirmative speech -affirmative team member 4""6 mins
" Cross"examination b negative team member 45"" mins" nd
7egative speech -negative team member 4""6 mins
" Cross"examination b affirmative team member 45"" mins"
7egative rebuttal speech -negative team member 45""1 mins"
*ffirmative rebuttal speech -affirmative team member 45""1 mins
DETAILS OF COMPONENTS1st Affirmative Speech. #he affirmative
team supports the resolution. #he 3st affirmative speech is the onl
prepared speech in thedebate. #here are four structural elements in
building an affirmative debate case. #he elements are
Proposition-$udgment expressed in a declarative sentenceIssues
-assertions that function as basic reasons for adoption of
propositionArgument -assertions that are the result of
reasoningEvien!e -statement of fact or opinion which makes an
assertion acceptable to the audience.
Eample!Proposition" /esolved #hat the 0.(. would be $ustified in
significantl increasing trade restrictions.Issue One" &.
7ational securit considerations would $ustif increasing trade
restrictions becauseArgument" *. Highl technical products reach our
adversaries.Evien!e" 3. (ecretar of (tate testimon regarding loss
of important computer advance to communist world.
. Defense Department reports on militar equipment sold through
third parties.Issue T#o"etc.
"ross#eamination. #his is the onl point in the debate in which
the two teams interact. Cross"examination is the time in which
thequestioning team clarifies the opposing team+s case and exposes
an weaknesses found in that case. #here are four different tpes
ofcross"examination questions
Dire!t-refers to a specific piece of informationOpen-allows the
respondent to amplif ideasProbing-similar to open, but directed at
a specific line of reasoningLeaing-series of questions leading to
an answer that refutes the whole case
Eample!Dire!t"8hat is the source for our definition of
affirmative action9Open"#ell us wh ou favor affirmative action
involved in awarding of scholarships.Probing"8h does the
affirmative team depend exclusivel on the federal government report
for support of their case9Leaing" Person A"'8hat was our supporting
evidence9'
Person B"'8e cited a stud done b the federal government.'A" '#he
government paid for and conducted this research9'
