PRESENTED BY: KYLE MARSH & STEPHANIE NESS ADAPTED FROM: JESSICA CUDDY & JOSH MALIG The Art of Debating.

PRESENTED BY:KYLE MARSH & STEPHANIE NESS

ADAPTED FROM:JESSICA CUDDY & JOSH MALIG

The Art of Debating

What is a Debate?

A formal, verbal presentation of opposing sides of an issue by teams or individuals before an audience or judge

Follows a clearly defined format Who speaks first and last How long each team/individual speaks

Used to strengthen and extend students’ understanding of an issue and to help students develop and demonstrate cognitive thinking, research, and public speaking skills

Debating as an Activity

In a debate, speakers must speak spontaneously, even though they have prepared their arguments ahead of time

It is essential that the debaters listen carefully to each speaker and then quickly plan how they will present their own arguments in the most strategic manner

Debating as an Activity

In many classrooms, a debate occurs on a “one-shot” basis

The debate is presented as an activity The students participate in one debate and then

they move on to other activities in the subject area

Debating as an Activity

Students will develop their speaking and listening skills by participating in several debates or debating activities

The speaking and listening skills essential to debating develop over time The students must practice debating, as well as

reflect on their own and their peers presentations

A Good Proposition for Debate

The proposition is the arguable statement The negative team argues against the proposition The positive team argues for the proposition

Can be argued on both sidesContains an ideaIs relevant and significantIs controversial

Two Types of Debate Propositions

Based on Action or Policy Something should happen

Based on Values That one position or belief is deemed better than

another

Proving the Argument

The key in debating is the proof of arguments Proof can be in the form of either logical reasoning or

evidence

Logical proof is based on common sense and common knowledge Value debates usually use this type of proof, which is

more subjective Debaters use logic and common sense to build a

convincing case

Proving the Argument

Evidence includes facts and statistics from reliable sources Action or policy debates usually use this type of proof,

although they may use both types

Time Keepers & Judges

During a formal debate, participants must follow established procedures and rules

In this case, a time keeper is necessary to keep track of each person’s speaking time and the time given to team to prepare arguments and rebuttals during the debate

Debate Procedures

There are several different academic debate procedures that the teacher and students might explore

Standard debate teams usually have 2 people on each side, although teacher can adapt this formal to include more students

The standard format uses 2 types of speeches: constructive speeches & rebuttal speeches Constructive speeches are those that present the

side’s argument Rebuttal speeches are those that the side develops

during preparation time to try to counteract the arguments of the opposing side

Arguing the Affirmative

Because the affirmative side is the one proposing a change and calling for action, the onus is on the affirmative to prove its position should be adopted. The affirmative side needs to put together its arguments in order to convince that change is necessary and will make things better than they are now. This involves:

Pointing out problems with the current situation (the "status quo")

Convincing that the problems are significant

Pointing out benefits of the proposed change

Finding reliable experts to back up the claims

Predicting what the opposing arguments will be and developing counter arguments

Planning for a logical flow in the presentation of arguments.

Arguing the Negative

The negative side's task is simply to defeat the affirmative's position. This involves:

Developing arguments in defense of the present system or status quo

Convincing that any problems referred to by the affirmative are insignificant

Developing reasons for opposing the affirmative's proposition

Finding reliable experts to back up the opposition

Questioning the affirmative's proof.

Considerations for the Classroom

Should not be used until the classroom comfort level has been established

Require a clear understanding of the value of positive versus negative argumentation

Require an awareness of sensitive, shy, or reticent students

Are usually moderated by the teacher (or a capable student leader for upper grades and/or mature classes).

Debate Scenario

A new state of the art video game, Mafia Hit-Man 2005, is about to hit the market. This game asks the user to take on the role of a professional hit man. The user will take on ‘contracts’ of various difficulty and perform the assigned tasks for money and reputation points. These contracts involve the simple task of eliminating a mob-snitch, the moderate tasks of wiping out a cops’ family the difficult task of the assassination of the president or other high ranking government officials. This game uses the new ‘Gore-Extreme’ game engine. It incorporates realistic blood spattering and rag-doll physics.

Debate Scenario

Word of this game has reached the media and several groups are expressing outrage that the game has only received a ‘Teen’ rating. Parental groups are angered over the explicit violence and disrespect for the law portrayed in the game. Politicians, eager for reelection, are joining parental groups in voicing their concerns.

Debate Scenario

Many are promising stricter laws and regulations on video game companies. Some go as far as to suggest that children, playing these violent games develop anti-social behavior and even model their actions on the actions seen in these games.

Debate Scenario

Game companies and retailers disagree with these points and view their products as ‘just games’. Many view themselves as scapegoats for deeper societal problems. Game companies suggest that if parents took a stronger interest in their children’s hobbies and habits there would be no need for regulation within the video game community.

Today’s Debate Activity

Work with your group to expand upon your position and point of view. Keep in mind that you must stick to the point of view of the stakeholder group you have been assigned.

We will regroup in 10-12 minutes for the debate.

Roles

Moderator (normally a student, can be the teacher)

Panel of judgesTime keeperDiverse groups:

Parents (#1) Government (#2) Kids (#3) Game companies (#4) Retailers (#5)

Debate Scenario

Through Debate, the Students can…

Develop positive attitudes toward the intellectual exchange of ideas

Develop an interest in the investigation of issues and problems

Become more adept at developing and putting forward ideas

Learn to think quickly

Learn to work as a team

Develop leadership skills

Develop speaking and listening skills.

20 minute pres10-15 discussion50 min debate

1 min opening statement (5) 2 min rebuttals (10) 2 min regroup Questions/comments (20 min) Closing statements (10)