Stowe School Debatings

7/24/2019 Stowe School Debatings

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J U N I O R D E B A T E S

Stowe School Debating



How it works…

Two teams – A PROPOSITION (who is in fao!r of the motion" an# anOPPOSITION who #oes not want the bill to be $asse#%

&irst $ro$ – intro#!ces their i#ea' wh it is nee#e#' how it will work%

&irst O$$ – e)$lains wh it*s not nee#e#' wo!l#n*t work' life*s better witho!t etc%

Secon# Pro$ – reb!ts i#eas' brings in new #imension' $oints or research%

Secon# o$$ – reb!ts i#eas' brings in more $oints or research' e)$lainsagain wh it won*t work%

Points from the floor

S!mmar O$$ – no new $oints' the $oint o!t the main clash $oints an# wh the are right an# a##ress an POIs from the floor%

S!mmar Pro$ + no new $oints' the $oint o!t the main clash $oints an# wh the are right an# a##ress an POIs from the floor%



Timings + Seniors

In ro!n# one S$eakers ,-. each hae / min!tes%

The first an# last min!tes will be $rotecte# – noPOIs%

S!mmar S$eaker has 0 min!tes%The s!mmar is all $rotecte#%

It is likel that timings will be e)ten#e# in the laterro!n#s%



Timings + 1!niors

In ro!n# one S$eakers ,-. each hae 0 min!tes%

The first an# last min!tes will be $rotecte# – noPOIs%

S!mmar S$eaker has 2 min!tes%The s!mmar is all $rotecte#%

It is likel that timings will be e)ten#e# in the laterro!n#s%



How its 3!#ge#

Arg!ment (clear' eas to follow' res$on#s to other$oints"

Research (not a list of stats' b!t something

interesting4hel$f!l"Rhetoric (rea#ing from scri$ts will be heail

$enalise#"

Tie+breakers ma be #eci#e# b time kee$ing an#

a!#ience $artici$ation%



Actiit

5o! will be allocate# a motion an# a si#e ($ro$ oro$$"

In o!r gro!$s – #isc!ss o!r to$ic% 6ome !$ with 7

reasons an# bit of research to s!$$ort o!r $oints%6ome !$ with / rhetorical techni8!es%

9ist 2 things o! think the o$$osition will sa%



Roles

Now #eci#e on who will take each role% Often themost confi#ent an# e)troert will take the s!mmarrole%

Practise o!r arg!ments (not a s$eech with a scri$t –scri$ts will not be allowe#"%

:erone can benefit from this e)ercise – introertsan# sh $eo$le will learn that it*s ;#oable< – the are

often e)cellent at research%



Pers!asie Techni8!es

:=OTI>: ?ORDS

&OR6:&@9 PHRAS:S

RH:TORI6A9 @:STIONS

6O99O@IA9 OR 6HATT5 ST59:

STATISTI6S

6RITI6IS: TH: OPPOSIT: OPINION

69@ST:RS O& THR::

P:RSONA9

PRONO@NS

HUMOUR P9A5 ON TH: R:AD:R*S S5=PATH5

:BACC:RATION OR H5P:RO9:

R:P:TITION O& ?ORDS4 PHRAS:S

6AT6H5 PHRAS:S OR S9OCANS

A99IT:RATION

6ONTRASTS

=AE: POSITI>: POINTS P:RSONA9

AN:6DOT:S

=AE: N:CATI>: POINTS I=P:RSONA9

:=OTI>: PI6T@R:SSHORT S:NT:N6:S4 PARACRAPHS

P9A5 ON TH: R:AD:R*S

C@I9T

I=AC:R5 F

D:S6RIPTION OR &IC@RATI>:

@OT: A R:9IA9: SO@R6:

SHO6E TA6TI6S



Pers!asie Techni8!es

Persuasive Techniques Bingo!

S$eaking to the rea#er in a frien#l wa% (Chatty style/ colloquial)

!estions that #on*t re8!ire an answer% (Rhetorical questions)

Demonstrating #ifferences in iew$oint (Contrasts)

Destro the $oint of iew of the o$$osing arg!ment% (Criticise the opposite opinion)

@sing wor#s like Gwe*' G!s* an# Go!* to make the writing more a$$ealing (Personal pronouns)

=aking the rea#er s!r$rise# or horrifie# (Shock tactics)

eing oer+the+to$ to get a $oint across (Exaggeration/hyperbole)

Pict!res or ill!strations that are meant to aro!se o!r emotions% (Emotive pictures)=ake the rea#er feel ba# abo!t something% (Play on the readers guilt)

=aking $oints eas to follow on the $age (Short sentences/paragraphs)

9ight+hearte# e)$ression of a iew$oint (!umour)

S!$$ort a $oint with the iews of a $rofessional% ("uote a reliable source)

?or#s that aro!se emotion (Emotive #ords)

N!mbers4gra$hs which $roi#e conincing information (Statistics)

Three $hrases or #escribing wor#s !se# to em$hasise a $oint% (Clusters o$ three)

@sing wor#s like GI !rge* or GI #eman#* for em$hasis (%orce$ul phrases)

6reating tho!ght $rooking $ict!res in o!r min# thro!gh #escri$tion or !sing meta$hor or simile etc% ( &magery) Saing the same wor# or $hrase more than once for em$hasis% (Repetition)

=aking the rea#er feel sorr for something or someone% (Play on the readers sympathy)

Re$eating the initial so!n# of closel relate# wor#s% ('lliteration)

?or#s that stick in o!r min#% (Catchy #ords or phrases)

9ittle stories to ill!strate a $oint% ('necdotes)

=aking $oints that ma so!n# ba# so!n# as if the*re abo!t someone else%

=aking $oints that so!n# goo#4flattering so!n# as if the*re abo!t the a!#ience4listener%



Other Rhetorical Techni8!es

:e contact

Cest!res

=oement

Smiles



Plan o!r arg!ments

No scri$ts – 3!st o!tline what o!r main i#eas are toeach other%

?rite ma) 7 b!llet $oints

@se $ers!asie techni8!es' research an# a clear'sim$le arg!ment%



The Roles

S$eaker , ($ro$" 9a o!t wh o! want this r!le' what the$roblem is with the wa things are' who the r!le wo!l# a$$l to'how o! wo!l# enforce it% Cie reasons%

S$eaker . (o$$" Reb!ttal – then la o!t wh this law wo!l#n*t be

a goo# law' what o! wo!l# #o instea#' how o! wo!l# enforce o!r sol!tion%

S$eaker 2 ($ro$" Reb!ttal' new $oints' strengthen the arg!ment

S$eaker 0 (o$$" Reb!ttal' new $oints' strengthen the arg!ment

S$eaker / (o$$" S!mmarise the main ;clash< $oints – sa wh o!r si#e makes more sense4wo!l# be a better sol!tion% =AE:NO N:? POINTS

S$eaker 7 ($ro$" S!mmarise the main ;clash< $oints – sa wh o!r si#e makes more sense4wo!l# be a better sol!tion% =AE:

NO N:? POINTS



Speaer Arguen" Research Rhe"oric To"a#

Pro$ ,

Pro$ .

Pro$ 2

Time

$enalt

Total

Hol# The Debates

Speaer Arguen" Research Rhe"oric To"a#

O$$ ,

O$$ .

O$$ 2

Time

$enalt

Total

Pro$ ,Pro$ .Pro$ 2

O$$ ,O$$ .O$$ 2

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Stowe School Debatings