Download Debate

DEBATE
TERMS
• Debate: formalized public speaking in which
participants prepare and present speeches on
opposite sides of an issue to determine which side
has the stronger arguments.
TERMS
• Proposition or resolution: a statement that asserts a
fact, makes a value judgment, or recommends a
policy. Starts with the word “Resolved.”
• Proposition of fact: makes a statement about what has
happened, is happening, or will happen.
• Example: RESOLVED, that the world will end on December 21,
2012.
• Proposition of value: expresses judgments about the relative
merit of a person, place, or thing.
• Example: RESOLVED, that academic extra-curricular activities
are more valuable than athletics.
• Proposition of policy: focuses on specific plans of action.
• Example: RESOLVED, that the United States government should
abolish the death penalty.
TERMS
• Status Quo: the existing state of affairs.
• EXAMPLE: Currently, capital punishment is legal in 33 states.
• Burden of Proof: obligation to present arguments for
changing the status quo. Affirmative side’s
responsibility
• Contention: an assertion maintained in a debate
• EXAMPLE:
• “Our first contention is that the death penalty is
unconstitutional.”
• “Our second contention is that capital punishment kills the
innocent and mentally ill.”
• “Our third contention is that there are more disadvantages than
advantages to the death penalty.”
TERMS
• Constructive Speech: speech which builds an
argument
• Given by both affirmative and negative.
• Establishes reasons for the superiority of their side.
• Rebuttal Speech: speech which rebuilds an
argument
• Rebuilds arguments that have been questioned.
• Attacks arguments that have been raised by the other side.
TERMS
• Cross-Examination Debate: form of debate which
involves two affirmative speakers and two negative
speakers who argue a proposition of policy.
*In our class, to save time, the cross-examination
format will be as follows:
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1st Affirmative: 5-minute constructive speech
1st Negative: 5-minute constructive speech
2nd Affirmative: 3-minute constructive speech/refutation
2nd Negative: 3-minute constructive speech/refutation
1st Negative: 2-minute rebuttal
1st Affirmative: 2-minute rebuttal
2nd Negative: 1-minute rebuttal
2nd Affirmative: 1-minute rebuttal
ACTIVITY
• With a partner, write a proposition of fact, a
proposition of value, and a proposition of policy.
• Then, using your proposition of policy, write down:
• The status quo
• Three contentions to support your proposition/resolution
• Each partner needs their own piece of paper; turn it
in to the tray when finished.
TERMS
• Key Issues: points of disagreement in the debate
• Questions that a speaker must answer in order to justify the
adoption/rejection of the proposition.
• Affirmative must answer “yes”
• Negative must answer “no”
• Example:
• Are there more disadvantages than advantages to the
death penalty?
• Is the death penalty unconstitutional?
TERMS
• Stock Issues: formula of set questions that are
adapted to the particular debate topic
• Ill: Is there a problem with the current situation?
• EXAMPLE: Is capital punishment causing a problem?
• Blame: Is the current policy responsible for the problem?
• EXAMPLE: Is the current policy on capital punishment
responsible for the ill?
• Cure: Will the proposition solve the problem?
• EXAMPLE: Are there facts to support the statement that
abolishing capital punishment will solve the problem?
• Cost: What are the costs of the proposition?
• EXAMPLE: What are the consequences of abolishing the death
penalty?
TERMS
• Proof: the reasons and evidence given to answer
the questions in the stock issues
• Reasons: statements that justify the proposition
• Evidence: facts and opinions to support each
reason
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Is the evidence recent enough to be relevant?
Is it well documented?
Is it reliable/credible?
Is it objective?
EXAMPLE
• RESOLVED, that the United States government
should abolish the death penalty.
• Stock issue: Is capital punishment causing a
problem?
• Affirmative reason: Capital punishment is violating
the constitutional rights of U.S. citizens.
• Affirmative evidence: The Eighth Amendment to the
Constitution prohibits cruel and unusual punishment.
• Negative reason: Capital punishment is not a
violation of constitutional rights.
• Negative evidence: According to historian Eva Lynd, an expert
on the Founding Fathers, the intent of the eighth amendment
was to prevent drawn-out torture.
TERMS
• Case: consists of the reasons and evidence on
which you base your position
• Affirmative case: presents reasons and evidence
that support a proposition.
• Prima facie case: one that contains enough
reasons and evidence to win a debate if the other
side presented no argument.
• Problem-solution pattern: organizes information to
present both a problem and a solution to that
problem.
• Comparative advantages pattern: organizes
information to demonstrate that the proposal would
have significant advantages over the status quo.
TERMS
• Negative case: gives reasons and evidence that
act as straight refutation of the affirmative case,
defend the status quo, and/or present a
counterplan
• Straight refutation: the entire negative case will be a
denial of each affirmative argument stated
• Counterplan: a different solution.
ACTIVITY
• Get together with your partner from yesterday and
take out your propositions of policy and
contentions.
• Switch papers with another group. Your job is to
look at their contentions. Acting as the negative,
write a straight refutation and a counterplan
together.
TERMS
• Refutation: attacking the argument of the
opposition
• Rebuttal: rebuilding your argument after it has been
attacked
• Generalization: conclusion based on one or more
specific instances
• Causation Argument: provides a conclusion that is a
direct result or effect of one or more particular
sources or conditions
• Analogy: comparison of something with a similar
event, state, or set of circumstances
• Sign Argument: draws a conclusion based on
certain signs or indicators.
HOW TO REFUTE AN ARGUMENT
• State clearly and concisely the argument you are
going to refute.
• State what you will prove.
• Present the proof completely, with documented
evidence.
• Draw a conclusion.
HOW TO DEVELOP A REBUTTAL
• Restate the argument you made originally.
• State what your opponent said against your original
point.
• State your position on your opponent’s attack.
• Present the proof completely, with documented
evidence.
• Draw a conclusion.
ACTIVITY
• Activity: As a class, identify these arguments. Then come
up with two questions that we need to ask about that
kind of reasoning.
• Most of us got our best golf scores on the fifth hole. The
fifth hole must be the easiest.
• We think it’s the measles. He has a fever and has broken
out in a rash.
• The plan worked well for Sartell’s junior class. Since our
school is approximately the same size, it will probably
work for our junior class.
• We’re probably going to have a bad storm. The sky is
filled with dark clouds, the wind is blowing, and lightning
is flashing.
• Your friend Heather told you that she studies math at
least one hour a night; you conclude that she will get
good grades.
ETHOS/PATHOS/LOGOS
• Ethos
• Relates to ethics
• Example argument: Jane Smith, a professor of education at
Harvard University, is a champion of year-round school as a
system for continuous learning.
• Pathos
• Relates to emotion
• Example argument: In 1990, Jesse Joseph Tafero was put to
death in the electric chair. Six-inch flames shot out of his
head. He was later found innocent.
• Logos
• Relates to logic
• Example argument: LGBT marriages, at 85%, have a higher
success rate than heterosexual marriages (72%).