MAT-SU SCHOOL

DISTRICT

MIDDLE SCHOOL

DEBATE

G AT H E R

E X P L O R E

FO R M

DE F E N D

R E F I NE

POLICY PROPOSITION STATEMENTRESOLVED: The United States Federal

Government should substantially increase its exploration and/or development of space beyond Earth’s Mesosphere.

DEBATE……how to investigate new ideas, help develop critical thinking skills, and open your mind to different viewpoints

IT’S NOT JUST AN ARGUMENT• Never confuse debating with arguing• It is an open-minded, intelligent way to explore

diverse viewpoints• Debate is a way to demonstrate your ability to

change your opinions and gather new information

IT IS ORAL COMMUNICATIONWe debate all the time…• In families• In schools• In sport team meetings• At work places• In town meetings• In the courtroom• In Congress

DID YOU EVER…• Did you ever loose an argument with your

parents?• Did you ever not present good facts for your

point of view with friends?• Did you ever want to be more respected for

your own ideas?

DID YOU EVER…• Did you ever imagine yourself as a leader?• Did you ever enjoy competition?• Did you ever like being “right”?

If you answered yes then debate is for you!

DEBATE IS A DISCUSSION• Debate is a discussion and exchange of two

opposing points of view• Teams engage in formal “arguments” in an

attempt to convince the audience or judge that their point of view is best

• A debater uses effective oral delivery—speech—skills to support their position

THE GOAL IS TO PERSUADE• A debater’s goal is to persuade the audience

that his/her position is the strongest• A debater is able to refute, or argue, against

the opposite view• A debater provides researched evidence and

reasoning to support their view

VALUE OF DEBATING• Improves speaking skills• Improves ability to “think on your feet”• Develops points of view that can stand up

under “attack” from an opponent• Develops critical thinking skills• Develops reasoning skills

VALUE OF DEBATING• Develops active listening skills• Develops the ability to become informed on

current issues• Develops stronger research skills• Impresses your teachers and friends

JUST IMAGINE…• Becoming a critical thinker• Having thoughtful discussion• Sharing informed comments• Showing your flexible opinion• Developing a written point of view

JUST IMAGINE…SHARING YOUR OPINION LIKE A PROFESSIONAL• Clearly identifying reasons for your point of

view• Exploring opposite opinions• Gaining experience conducting research• Gaining experience speaking

SO YOU WANT TO DEBATE…Keep this slide show handy as

you learn the steps to become a championship debater.

EXAMPLES OF DEBATE TOPICS• Should Olympic athletes be tested for drugs?• Should schools have dress codes?• Do teens have too many activities?• Should students have to do volunteer work to

graduate?• Should kids learn riflery in schools?• Should cell phones be allowed in class?• Should student athletes have to get good grades

to play sports?• Do police belong in schools?

MORE DEBATE TOPICS• Should students get paid for attending school?• If you find $100, is it yours to keep?• If you see someone cheating on a test, should

you tell?• Should you change the way you dress because

of what other people might think?• Is year-round school a good idea?• Should laws be stricter for teenage drivers?• Should male and female training in the

military be separate?

2-PERSON DEBATEThe proposition is the topic1) Constructive speeches

• The affirmative constructive argues for the proposition• The negative constructive argues against the proposition

2) Rebuttal speeches• The affirmative rebuttal explains previous arguments, responds, and defends their position• The negative rebuttal does the same

2012 MSBSD DEBATE TOPIC POLICY PROPOSITIONRESOLVED: The United States Federal

Government should substantially increase its exploration and/or development of space beyond Earth’s Mesosphere.

THE PROPOSITIONThe actual topic or subject of the

debate put in positive terms and clear language

• Begins with the word “resolved”• 3 kinds of propositions

• Proposition of fact• Proposition of value• Proposition of policy

POLICY PROPOSITION STATEMENTThis statement suggests that a specific

action or policy should be adopted. This proposition does not involve verification, but argues whether a policy should be adopted or abolished.

THE ISSUESThe point, matter or question to be

disputed or decided• The Pros: points or matter on which they

base their argument for change• Cons: the basis of why they do not wish to

change

THE 4 QUESTIONS1. Is the problem inherent in the status

quo?2. Will the plan that we propose solve

this problem?3. Will there be more advantages

because of the implementation of the plan than there will be disadvantages?

4. Is there really a problem?

THE ARGUMENTThe debater makes a claim.• On what basis is the claim?• What evidence applies?• Is the evidence acceptable?• What are the logical conclusions?

AFFIRMATIVE CONSTRUCTIVEBurden of proof: the requirement

to prove a proposition, claim, or issue

• This is the primary job of the affirmative team

• Must prove the need for the adoption of the proposition

AFFIRMATIVE CONSTRUCTIVEThe affirmative constructive case is composed of 4 parts or areas of the debate1)Definition of terms area2)Problem or justification area3)Solution or plan area4)Advantages area

AFFIRMATIVE CONSTRUCTIVEDefinition of terms area• Decide what are the key words in the proposition• Find definitions from reliable sources;

dictionaries encyclopedias, web sites, experts• Apply their various meanings to the resolution• Use examples• Use negation: explain what a key word does not

mean• Use testimony: quote a qualified person

AFFIRMATIVE CONSTRUCTIVEProblem or justification area• Demonstrate a problem exists in the present

policy and is widespread enough to cause concern

• Demonstrate the problem is significant enough to require a change; it is a serious problem

• Inherency: determine if the present system will solve the problem or make it worse

• Must show the problem exists because of the present system or status quo

• Must show there is need for a change• Must include good evidence and reasoning

AFFIRMATIVE CONSTRUCTIVESolution or Plan area• This is where you connect the solution to the

problem in a clear and persuasive manner• Must convince the judge or audience that you

plan will it work• Must show that your plan will solve the

problem• Must show that your plan will correct the

weakness in the status quo

AFFIRMATIVE CONSTRUCTIVEAdvantages area• Show additional advantages on a wider

scope or elaborate about advantages• Show how advantages outnumber or

outweigh the disadvantages• Minimize the disadvantages

NEGATIVE CONSTRUCTIVEBurden of rebuttal: the

requirement to disprove a proposition, claim, or issue

• This is the primary job of the negative team• Must attack the case for the adoption of the

proposition

NEGATIVE CONSTRUCTIVEThe negative constructive is composed of

4 parts or attack issue areas.To be successful, you must refute or

disprove at least one of these stock issues:

1)Attack the affirmative’s definition of terms2)Attack the affirmative’s problem or justification3)Attack the affirmative’s plan or solution4)Attach the affirmative’s advantages

NEGATIVE CONSTRUCTIVEDefinition of Terms• It is unlikely that a definition will be a

successful attack• However, you may want to challenge a

definition if it is unusual

NEGATIVE CONSTRUCTIVEAttacking the problem or justification• Show that the affirmative team has not shown

that a problem exists with the status quo• Show that they have not shown inherency or

significance with the problem• Show the problem can be resolved without

adopting the proposition• May defend the current policy; it may not be

perfect but it is superior to the proposal

NEGATIVE CONSTRUCTIVEAttacking the plan or solution• Prove the affirmative has not presented a good

remedy for the harm• Show how the plan will not solve the problems• Show that not enough evidence was presented;

or perhaps, no evidence was presented• Challenge the affirmative’s sources• Show that the affirmative’s reasoning is faulty

NEGATIVE CONSTRUCTIVEAttacking the advantages• Show that the advantages will not happen• Point out the number of disadvantages that

would result if the plan was adopted• Attempt to prove there are more

disadvantages than advantages for adopting the plan

AFFIRMATIVE REBUTTALAttacking your opponents

arguments and defending or rebuilding your own arguments

• Challenge opponent’s points of view • Show flaws or weaknesses in opponent’s

arguments

NEGATIVE REBUTTALAttacking your opponents

arguments and defending or rebuilding your own arguments

• Challenge opponent’s points of view• Show flaws or weaknesses in opponent’s

arguments

EVIDENCESupporting materials used in a speech to

prove or disprove something• Examples to prove the case• Includes an affirmative team• Includes a negative team

EVIDENCE4 examples of evidence

• Examples • Comparison• Statistics• Testimony

EVIDENCE: EXAMPLESThe telling or retelling a story• Given clearly and in an orderly fashion• Use a variety of examples

EVIDENCE: COMPARISONAn analogy is comparing two items,

events, people• Pointing out similarities applying to the

proposition• Similarities must outweigh the differences• Comparisons must be similar is all respects

EVIDENCE: STATISTICSUse of numbers to prove or

disprove a point• Must be representative of a whole • Must not be out of context• Must come from a reliable source that is

identified• May need to be explained and interpret them• Must identify the source• Must not be overused

EVIDENCE: TESTIMONYQuotations stating the opinions or conclusions

of others• Authors who have special knowledge or experience

about the issue• Must use authors who have knowledge and experience

about the topic and are recognized as experts• The person must be qualified by training and

experience to speak on the topic• Must quote the person accurately• Must quote the overall meaning and intent• Must identify the person• Should read the testimonials from notecards for the

judges• It is unethical and dishonest to change the meaning of

the quotation to fit your own purposes

REASONINGReasoning = the ArgumentThe process of drawing conclusions

from evidence and connecting ideas, situations and events

• A part of critical thinking• Connecting events to similar previous

experience

TYPES OF REASONING3 types of reasoning• Inductive reasoning•Deductive reasoning• Analogical reasoning

INDUCTIVE REASONINGReasoning from the specific to the

general• Based upon specific examples and specific

evidence• Always includes several exceptions• Use backup evidence

•Quotations• Statistics

• Do not use “sweeping terms” such as “all, only, never, always, and everyone” unless the evidence supports the statement

• Be careful with the conclusion

DEDUCTIVE REASONINGReasoning from the general to the specific• Opposite of inductive reasoning• Uses 3 statements:

•Major premise: general statement of belief•Minor premise: specific case of issue as it relates to the major premise•Conclusion: connection between the major and minor premises

• Be certain that both premises are true• Be careful of using sweeping terms• Show a clear relationship between major and

minor premises• Be sure the conclusion draws it al together

ANALOGICAL REASONINGReasoning from analogy• Comparing the similarities between two items,

events, people• If alike in some ways, they will be alike in others• This is most effective when dealing with

propositions of policy• Show as many similarities as possible• Most important is to make sure the two things

being compared are actually similar• If they are basically alike, they may be similar, if

not, they will not be similar

CROSS-EXAMINATIONRequires spontaneous thinking and responses• It’s creative• It’s challenging• It has a question and answer period, “cross-

x”; it’s a face to face questioning of your opponent

CROSS-X FORMAT• 1st Affirmative Constructive / 5 minutes *• Negative Cross Examination / 3 minutes• 1st Negative Constructive / 5 minutes• Affirmative Cross Examination / 3minutes• 1st Affirmative Rebuttal / 3 minutes• 1st Negative Rebuttal / 6 minutes• 2nd Affirmative Rebuttal / 3 minutes*3 minute total preparation time during the entire process after the first affirmative constructive; any additional time is subtracted from their remaining speeches

EFFECTIVE PRESENTATION & SPEAKING SKILLSUse of Voice• Pitch, volume, articulation, vocal fillers, rateAnimation• Movement, facial expressions, eye contactLanguage• Grammatical correctness, exactness,

appropriateness, originality

MISTAKES TO AVOID• Not practicing out loud• Using poor visual aids; not rehearsing with

visual aids• Trying to cram everything in• Not being prepared with technology needs• Ignoring audience interest• Looking at notes instead of the audience• Trying to be something you are not• Taking too much time• Faking it

MSBSD MIDDLE SCHOOL DEBATEThis slide show was created to assist MSBSD

middle school debate coaches with teaching debate concepts.

Resources:Davidson, Josephine . The Middle School Debater. The Right Book Co.,

Bellingham, WA. 1997.Kushner, Malcolm. Public Speaking for Dummies. Hungry Minds, Inc. New York.

1999.Oberg, Rent C. Forensics: The Winner’s Guide to Speech Contests. Meriwether

Publishing Ltd., Colorado Springs, CO. 1995.Paige, Robert W., Ph.D. Debate Skills . Mark Twain Media Inc. 2000.

Created February 2012 Annie Bill / TAG Program Coordinator