Debate

1. Debate

2. 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.

3. 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.

4. 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.”

5. 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.

6. 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: • 1stAffirmative: 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

7. 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.

8. 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?

9. 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?

10. 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 • Is the evidence recent enough to be relevant? • Is it well documented? • Is it reliable/credible? • Is it objective?

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. 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%).