debating modul · 2 introduction the debating module is a module used at bina sarana informatika...

DEBATING MODUL

BY

LIA NURMALIA,SS.,M.Hum (0304089201)

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TABLE OF CONTENT

COVER i

Table of Content 1

Introduction 2

MEETING 1 Introduction to Debate 3

MEETING II Supporting Your Opinion 18

MEETING III Debate Structure 27

MEETING IV Predicting and Refuting the Other Team’s Arguments 45

MEETING V Judging 50

MEETING VI The Debate 56

MEETING VII Review and Sweet Debate 67

QUIZ 67

MID TEST 67

MEETING IX Teams Deivison 73

MEETING X DEBATE 1 or Triple Speak 79

MEETING XI DEBATE II or Four Corners Debate 85

MEETING XII DEBATE II or Assisted Highlighting 91

MEETING XIII DEBATE III the Drawbridge Conundrum 97

MEETING XIV Impromptu Speech 106

MEETING XV REVIEW 110

FINAL TEST 110

REFERENCES 113

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INTRODUCTION The Debating module is a module used at Bina Sarana Informatika University for Debating subject. The module consists of sixteen meeting subject materials including quiz, mid test, and final test. The main materials are fourteen meetings. The content is related to the material of debate and the how to practice debate. This module might be having some mistakes and limited references, even though it can be as a supported or additional guidance for student’s understanding about basic debating. The writer also opens for some critics and suggestion.

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INTRODUCTION TO BEBATE

UNIVERSITAS BINA SARANA INFORMATIKA

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• Students interview one another for 5 minutes. Students should ask one another about favorite foods, family members, hobbies, interests, personal history, etc. Each student should take notes on the partner’s responses to their questions

• In 2 minutes, students prepare a 30-second speech introducing their partner to the class. They must focus on four key things they would like to communicate about their partner and clearly separate them in their speech. Each student should say “The first important thing about [student X] are her hobbies. Her hobbies are…..The second important thing about [student X] is….”

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Basic Terms

A debate is, basically, an argument. Debating has strict rules of conduct and quite sophisticated arguing techniques and you will often be in a position where you will have to argue the opposite of what you believe in.

Debate is a formal argument, in which two opposing teams propose or attack a given proposition or motion in a series of speeches. It is governed by a set of rules, which permit interruptions or “points of information” by the opposition. Debates can be judged by a panel of judges (competitive debate) or by an audience (show debate).

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Debate: a game in which two opposing teams make speeches to support their arguments and disagree with those of the other team.

Other terms: • Resolution/Topic/Moot: the opinion about which two teams argue. • Teamline: the basic statement of "why the topic is true" (for the affirmative) and "why the topic is false" (for the negative). • Affirmative team: agrees with the resolution. • Negative team: disagrees with the resolution. • Rebuttal: explains why one team disagrees with the other team. • Judges: decide the winner

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Why Debate?

Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways.

In addition to providing meaningful listening, speaking and writing practice, debate is also highly effective for developing argumentation skills for persuasive speech and writing. Davidson (1996) wrote that "with practice, many students show obvious progress in their ability to express and defend ideas in debate [and] they often quickly recognize the flaws in each other's arguments."

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Next:

Debates do not just teach public speaking skills; you also develop critical thinking; research skills and organization and prioritization of information. They also present an opportunity to have your students engage with the material they are studying in different ways, forming and deconstructing both the opinions of others, and their own.

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Next:

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Opinions and Reasons

A resolution is an opinion about which there can be valid disagreement. The students either agree or disagree with the resolution regardless of what they personally believe.

• An opinion can be introduced by an opinion indicator:

• "I think/believe that smoking should be banned in public

places..."

• A reason explains why that opinion is held and can be introduced by a reason indicator:

• "...because/since secondhand smoke is harmful for

nonsmokers."

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Strong Reasons Versus Weak Reasons

According to LeBeau, Harrington, Lubetsky (2000), a strong reason has the following qualities:

a. it logically supports the opinion.

b. it is specific and states the idea clearly.

c. it is convincing to a majority of people.

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Next:

• For examples, chose which reason is weak and which one is strong?

Smoking should be banned in public places because:

• it is bad.

• it gives people bad breath and makes their teeth yellow.

• secondhand smoke is harmful for nonsmokers.

• The students ought to explain why some reasons are strong and others are weak based on LeBeau, Harrington, Lubetsky’s criteria.

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Ways to State Reasons: Linguistic Scaffolding

• Compariso

n: X is er than Y. OR:

X is more than Y.

• Cause-

and-

effect: X

causes

Y. OR:

If you do X, then Y will happen.

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Practice 1

In pairs, students practice generating reasons for opinions on the four resolutions listed below, then compare their reasons with another pair and decide whose reasons are stronger and why

1. Women should quit their job after they get married.

REASON:

Love is more important than money.

REASON:

2. It is better to be married

than single.

REASON:

3. Writing by hand is better than writing

by computer.

REASON:

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Practice 2: Generating Resolutions The Students brainstorm their own resolutions. Brainstorming in small groups:

a. Divide the class into groups of 4-5.

b. Assign a topic for the brainstorm. All groups can work on the same topic, or each group can work on a different topic.

c. Instruct each group to choose a scribe and give students a specified amount of time to generate ideas.

d. Announce the end of the brainstorming session and give groups a few minutes to select the best ideas from their list.

e. Conclude the activity by asking a representative from each group to present the best ideas their group generated.

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Topics for Practice 2

The class can use one of the following topics to create a resolution in Practice 2, or another topic agreed by the class:

a. The 2014 general election

b. Corruption in government institution

c. The cost of going to college

d. Other?

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MEETING 2

SUPPORTING YOUR OPINION

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In pairs, students have two minutes to argue one side of each resolution. When they hear "SWITCH," they will have two minutes to argue the opposite side of the resolution. Then move on to the next one.

1. All Chinese writing should be in Roman letters.

2. It is better to be single than married.

3. Smartphones make people less smart.

4. Renting is better than buying.

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Giving Support for Your Reasons

Support consists of evidence. The four kinds of evidence, adapted from LeBeau, Harrington, Lubetsky (2000), are:

• Example: from your own experience or from what you heard or read.

• Common Sense: things that you believe everybody knows.

• Expert Opinion: the opinions of experts -- this comes from research.

• Statistics: numbers -- this also comes from research.

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Next: Smoking should be banned in all public places.

Example: For example / for instance / let me give an example Whenever I go to a restaurant or bar and there are people smoking near me, I feel that I am breathing their smoke. This makes me a smoker even though I don't want to be.

Common Sense: Everyone knows / if...then / it's common knowledge that Secondhand smoke is very unhealthy for nonsmokers.

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Next:

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Practice 1

The students practice making examples and common sense supports. They can develop these from reasons that they came up with in the prior meeting or students can use the following topics:

1. Celebrities make good role models.

2. The school day should be made longer.

3. All children should undergo a course of sex education.

4. Credit cards are dangerous.

5. Wearing hats send you bald.

The class then discusses and compares the supports.

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Practice 2: Take-home assignment The students practice making statistics and experts oppinion support. Students choose one topics from the 5 available (See practice 1). Every student is to look at different newspapers articles (online or offline), or focusing on specific cases or disadvantages.

Once they have found their articles, students should identify the useful pieces of evidence in each article and prepare briefs (a summary of all the evidence to be used in a debate), complete with citations. (continue to the next slide)

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Next:

In the next meeting:

a. students turn in the briefs along with a copy of the original articles they found in a folder for teacher to evaluate and correct.

b. several students deliver a one-two minute speech explaining one of their articles, how it relates to the chosen debate topic, and their opinion about the events described in the article.

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Next:

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DEBATE STRUCTURE

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A Reminder

a. Teacher collect students’ folder from last week’s take-home assignment.

b. Teacher reminds students about the brief presentation (one-two minutes speech) from several students chosen randomly, explaining one of their articles in the folder, how it relates to the chosen debate topic, and their opinion about the events described in the article.

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Warm Up: Articulation Drill

The entire class stand at their seats and perform this drill at once. Teacher can do the drill along with the students or walk around to make sure everyone is participating. If the teacher walks around, he can ask individuals to speak louder and/ or more clearly when appropriate.

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Next: There are two ways to do these drills:

1. Read a piece of evidence with a pen horizontally between the lips.

2. Read a piece of evidence backwards, from the right-hand side of the last sentence until the left hand side of the first sentence, word by word.

Use the sentences in the next two slides for this activity or teacher can use another one of his/her preference.

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Briefs for Articulation Drill

Why debate?

1. He [the student debater] learns to use a library, and to find the exact information he needs in the shortest possible time.

2. He learns to be thorough and accurate.

3. He learns to analyze; to distinguish between the vital and the unimportant.

4. He learns the need of proving his statements; of supporting every statement with valid evidence and sound reasoning.

5. -and he learns to demand the same sort of proof for the statements of others.

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Next:

6. He learns to present ideas in a clear and effective manner, and in a way which others to his way of thinking. wins

7. He learns to think under pressure, to "use his head" in a time of need, to make decisions quickly and accurately

8. In a word, the essential point in any debating situation is that of convincing the listener that your side of the proposition is desirable.

(from How to Debate by Harrison Boyd Summers)

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The « ne-two minute presentation

- • UNIVERSITAS BINA SARANA INFORMATIKA

Copyright O Maret 2020

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Debate Structure

In a debate, there are two teams involved, the affirmative/for/possitive team and the negative/against team. Each team consists of two or three speakers. In a debating team, each speaker has specified roles that they must fulfill to play their part in the team. These roles are laid out below in the order that the speakers will speak.

In addition, there are also judges who will assess the quality of the teams arguments and a time keeper who keeps the time allocated for each speaker.

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A. Two speaker team debate structure, adapted from LeBeau, Harrington, Lubetsky (2000).

Speech 1: The first affirmative

speaker introduces the topic

and states the affirmative

team's first argument.

Speech 2: The first negative speaker states

their first argument.

Speech 3: The second affirmative speaker states their second argument.

Speech 4: The second negative speaker states their second argument.

(continue to the next slide)

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Next:

Give a 5-10 minute break for each team to prepare their rebuttal speech.

Speech 5: The negative team states two rebuttals for the affirmative team's two arguments and summarizes their own two reasons.

Speech 6: The affirmative team states two rebuttals for the negative team's two arguments and summarizes their own two reasons.

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Next:

Three speaker team debate structure is taken from Basic Debating Skills at

http://www.actdu.org.au/archives/actein_site/basicskills.html.

A team consists of three speakers. The role of each speaker will be explained in the following slides.

http://www.actdu.org.au/archives/actein_site/basicskills.html


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1st Affirmative

1st Affirmative must:

a. define the resolution/topic/moot.

b. present the affirmative's team line.

c. outline briefly what each speaker in their team will talk about.

d. present the first half of the affirmative case.

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1st Negative

1st negative must:

a. accept or reject the definition. If you don't do this it is assumed that you accept the definition.

b. present the negative team line.

c. outline briefly what each of the negative speakers will say.

d. rebut a few of the main points of the first affirmative speaker.

e. the 1st negative should spend about onequarter of their time rebutting.

f. present the first half of the negative team's case.

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2nd Affirmative

2nd affirmative must:

a. reaffirm the affimative's team line.

b. rebut the main points presented by the 1st negative.

c. the 2nd affirmative should spend about one third of their time rebutting.

d. present the second half of the affirmative's case.

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2nd Negative

2nd negative must:

a. reaffirm the negative's team line.

b. rebut some of the main points of the affirmative's case.

c. the 2nd negative should spend about one third of their time rebutting.

d. present the second half of the negative's case.

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3rd Affirmative

3rd affirmative must:

a. reaffirm the affirmative's team line.

b. rebut all the remaining points of the negative's case.

c. the 3rd affirmative should spend about two thirds to three quarters of their time rebutting.

d. present a summary of the affirmative's case.

e. round off the debate for the affirmative.

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3rd Negative

3rd negative must:

a. reaffirm the negative's team line.

b. rebut all the remaining points of the affirmative's case.

c. the 3rd negative should spend about two thirds to three quarters of their time rebutting.

d. present a summary of the negative's case.

e. round off the debate for the negative.

Neither third speaker may introduce any new parts of their team's cases.

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Practice 1

Teacher leads students to simulate the debate structure and play the role of each speaker.

and/or

Teacher leads students to form teams of three. These teams will be their debate team for debating sessions later on. Teacher may reform the teams with different members if necessary.

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PREDICTING AND REFUTING THE OTHER TEAM'S ARGUMENTS

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Warm-up: Chain Debates In this activity, students take turns responding to arguments with agreement or disagreement. Either a volunteer or you should give the first argument on the topic. After the first argument has been presented, the student immediately to the right of the person who made the first argument must respond either by adding “And” followed by a point of agreement, or by saying “But,” followed by a point of disagreement. Each point should be original, students shouldn’t repeat points that have already been made.

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Four Step Rebuttal 1. STEP 1: "They say ..."State the argument that

you are about to refute so that the judges can follow easily. Take notes during your opponent's speeches so you will be clear about what they argued.

"The other team said that smoking is harmful for

nonsmokers."

2. STEP 2: "But I disagree..." Or "That may be true, but...""That may be true, but I think that if nonsmokers want to avoid cigarette smoke, they can walk away from it."

3. STEP 3: "Because ...""Because nonsmokers should look out for their own health."

4. STEP 4: "Therefore...""Therefore it is not the responsibility of smokers to protect nonsmokers.”

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Practice 1: Predicting the Other Team's Arguments

a. Use one topic from Practice 1 in Meeting 2, or the class decides one new topic for this activity.

b. Teacher devides the class into 4 or 6 groups (even number) where half of the groups will be the affirmatives and the other half will the negatives.

c. Each team brainstorms a list of strong reasons that their opponents could use.

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Practice 2: Writing Rebuttals Based on the list produced in Practice 1, The students then compose short rebuttals for the strongest three opposing team's arguments that they predicted. Students use the four step rebuttal when formulating their sentences. The teacher meets with each group and reviews their arguments and rebuttals, challenging students to question their reasoning.

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ETI

JUDGING

- • UNIVERSITAS BINA SARANA INFORMATIKA

Fallacy Detective

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Warm-up: Three-Card strategy It is a pre-debate strategy to help students

gather information about topics they might not know a lot about. The teacher provides each student with two or three cards on which are printed the words "Comment or Question." When a student wishes to make a point as part of the discussion, he or she raises one of the cards; after making a comment or asking a question pertinent to the discussion, the student turns in the card.

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Next:

This strategy encourages participants to think before jumping in; those who are usually frequent participants in classroom discussions must weigh whether the point they wish to make is valuable enough to turn in a card. When a student has used all the cards, he or she cannot participate again in the discussion until all students have used all their cards.

The class decides any topic or resolution for this activity.

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Judging

Students participation in reviewing the performance of their class mates or teams in a debate will develop their own self awareness of aspects being assessed in a debate. The following rubric can be used as a guideline for judging students debating performance either as individual or as a team.

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Debate Rubric

Category 4 3 2 1 Score

1. Addresses topic Always addresses

topic

Usually addresses topic Rarely addresses topic Did not address topic

2. Support with facts Uses many facts

that support topic

Uses some facts that

support topic

Uses few facts that

support topic

Does not use facts that

support topic

3. Persuasiveness Arguments clear and

convincing

Arguments are

sometimes clear and

convincing

Arguments are rarely

clear and convincing

Arguments are never

clear and convincing

4. Teamwork Used team member

effectively

Equal timing

One member does the

talking 75% of the time

One member does the

talking 100% of the time

No one talks

5. Organization Electrifies audience in

opening statement

Closure convinces

audience

Grabs attention

Brings closure to the

debate

Introduces topic and

brings some closure to

the debate

Does not introduce

topic; no closure

6. Rebuttal Addressed all opponent

arguments with

counter-evidence.

Addressed most of

opponent’s arguments

with counter-evidence.

Addressed some of

opponent’s arguments

with counter-evidence.

Did not address

opponent’s arguments.

Points 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Conversion 25 26 30 35 40 45 50 51 55 60 65 70 75 76 80 85 90 95 100

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In pairs, students have two minutes to argue one side of each resolution. When they hear "SWITCH," they will have two minutes to argue the opposite side of the resolution. Then move on to the next one.

1. Kids should be able to have TVs in their bedrooms.

2. Parents should be punished for their childrens' mistakes.

3. Beauty pageants do more good than harm.

4. Susilo Bambang Yudoyono should be re-elected.

5. Homework should be banned.

6. Cell phones should be allowed in schools.

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THE DEBATE

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In this meeting students practice debating and using the debate rubric. Students use the necessary debating skills they have learnt in the preliminary meetings.

The Stakeholder Debate

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An Example of Student's Debate Speech (edited)

• Resolution: Personality is more important

than looks. (Affirmative argument)

• Reason: People never lose interest in looking at a person who has a good personality and living with them always makes us feel pleasant.

• Support: (Continue to the next slide)

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Next:

• Example • For example, my friendly neighbor in China has twin

brothers. The elder brother married a very beautiful girl. But after the first month, he had a quarrel with her because the beautiful wife spent all of her time dressing herself up without doing any housework. And she always went out on dates with many boyfriends. Finally he divorced his beautiful wife last year. But the younger brother who married an ordinary looking girl with a good personality has a very happy married life now and they have a lovely 3 year old baby now.

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Next:

• Common sense In China it is said, "Don't choose beautiful person to be your wife." Because the beautiful wife spends more time dressing herself up without doing housework or child care than the not beautiful wife. And the beautiful wife always spends a lot of money on clothing and cosmetics.

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Next:

• Expert opinion & Statistics Psychologists at Yale University investigated 3,519 married men's life spans. According to the report, the men who married a beautiful wife had a shorter life than the men who married an not beautiful wife. The degree of beauty was in direct proportion to the husbands' life-spans. In the study, there was a scale of 1-20 points: 20 points is the most beautiful wife and 1 point the least beautiful wife. The result was that men who had a wife who scored 1-12 points lived 12 years longer than men whose wife scored 13-20 points.

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Practice 1: Stakeholder Debate

Assign a team of judges consists of three students. Use the debating rubric to assess the stakeholders arguments

Ask students to make a list of stakeholders in that situation. For instance, Students Community Service Program must be compulsory. Stakeholders in this debate include parents, teachers, students, school administration and residents.

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Next:

• Write the names of stakeholders on 5 large

pieces of paper with these words written on them: parents, teachers, students, school administration and residents. Put these stakeholder to 5 different seating positions. Each stakeholder group should include at least three students.

• Students who are not performing will be playing as audience and may pose questions to each stakeholder.

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Next:

• Each group makes an argument for or

against the situation, based on the stakeholder they represent. For example, an administrator may not feel Students Community Service Program is practical because of a lack of funding, while parents may see it as a good way to keep students involved in educating their emotional equation and social awareness .

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Next:

• Ask groups to present their arguments to the

class. After a group presentation, let the audience ask the group questions about its stance.

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Debate Rubric

Category

4 3 2 1 Score

1. Addresses topic

Always addresses

topic

Usually addresses topic

Rarely addresses topic

Did not address topic

2. Support with facts

Uses many facts

that support topic

Uses some

facts that

support

topic

Uses few

facts that

support

topic

Does not use

facts that

support

topic

3. Persuasiveness

Arguments clear and

convincing

Arguments

are

sometimes

clear and

convincing

Arguments are

rarely clear

and convincing

Arguments

are never

clear and

convincing

4. Teamwork Used team member

effectively

Equal timing

One member

does the talking

75% of the time

One member

does the talking

100% of the time

No one talks

5. Organization

Electrifies audience in

opening statement

Closure convinces

audience

Grabs

attention

Brings closure

to the debate

Introduces

topic and brings

some closure to

the debate

Does not

introduce

topic; no

closure

6. Rebuttal Addressed all opponent

arguments with

counter-evidence.

Addressed

most of

opponent’s

arguments with

counter-

evidence.

Addressed

some of

opponent’s

arguments with

counter-

evidence.

Did not

address

opponent’s

arguments.

Points 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Conversion

25 26 30 35 40 45 50 51 55 60 65 70 75 76 80 85 90 95 100

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Review and Sweet Debate

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Next:

This meeting can be used to review all necessary skills for debating presented in previous meetings.

or

After revewing, the class can continue enjoying the excitement of debate by doing the following activity.

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Sweet Debate

• Duration: 50 minutes

• Preparation: teacher prepares two types of candy bar (e.g., Kit Kat and Snickers) for this debate activity. Choose three students to serve as judges. Split the rest of the class into two groups. Each group will represent one item.

• Teacher may allow students to choose sides, but

you must have (closely) equal representation on each side. Also, tell students not to eat the candy.

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Sweet Debate

• Students use their writing/speaking skills to

describe how their group's Snickers are a better buy than another group's Kit Kats, while the other group describes how its Kit Kats are a better buy than Snickers.

• Students use examples of price, advertising appeal, ease of consumption, appearance, dangers, nutrition facts, feel, smell, and taste to support their topic

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Next:

The students need to imagine that there are only two brands of candy bars in the world -- the ones being discussed. Tell them that their candy bar is the best value, and it is their job to come up with as many "logical" reasons why their candy bars are the best value.

The students should not to consider that the other group is working on doing the same project for another brand. Rather, just focus on the question, "Why is my candy bar the best value?" Encourage them to work together to make a list of the top 10 points for why their candy bars are the best.

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Next: • Each group choose a representative to argue the product's worth.

• The three judges use some aspects from the debate rubric to assess the arguments.

• The judges will determine the winner or students vote on the three best reasons for each side. Students will use the top three reasons to make an argument.

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Teams Division

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Warm up: Two Person Clash

Purpose:

To give each student practice with directly opposing another’s argument in a non-threatening environment. To practice listening and note taking skills.

Size:

Played by the entire class simultaneously, in groups of two

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Next: Structure: The students break into pairs.

One person rises and states a series of opinions for up to 2 minutes. The other one makes a flow sheet (see attached). When person number one sits down, the second person stands and directly attacks all the arguments of the first speaker for up to two minutes.

While this happens, the first speaker completes a flow sheet. Then the first speaker stands again, and directly argues for one minute. The class will need about 5 minutes preparation time to think of arguments and decide a topic.

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Team division In this meeting, teacher leads the class to form teams for debating activities. The format of the debate should be agreed upon the division, either the two-speaker style or the three-speaker style. The class decides which teams will perform in the following weeks, who will be the judges and the time keeper. The class also decides what controversial and up to date resolution/moot/topic will be used in the debates.

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Next: In each debating performance, students who are not performing in the debate will be participating in assessing the performing teams by using debating rubric. Therefore each students must prepare a folder of debating rubric copies as many of the teams. This folder will be kept by the teacher and be used again whenever there is a debating performance by the teams.

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Team Time Table

Week Affirmative

Negative Resolution

Officials

1. .... a. Student ...

a. Student ... .... Judges:

b. Student ...

b. Student ... a. ...

c. .... c. .... b. ...

c. ...

Time keeper: ...

2. .... a. Student ...


b. Student ...


c. .... c. .... b. ...

c. ...

Time keeper: ...

3. .... a. Student ...


b. Student ...


c. .... c. .... b. ...

c. ...

Time keeper: ...

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Or

Triple Speak

Debate 1

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Next:

This meeting is used for debating performance. Teams which are scheduled to debate will perform today.

Or

This meeting can also be used to practice the following debate game.

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Triple Speak

The purpose of Triple Speak is to connect three dissimilar topics (person, place & thing) into a coherent, logical and entertaining speech. Remind students that in order to speak coherently and fluidly for 3 – 5 minutes they will need to elaborate on the topics and think quickly on their feet.

The grade and ability level will determine how long the students will have to speak on each individual topic. Typically, each topic is handed to the student between 45 seconds to 90 seconds.

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Next:

Materials:

• Topics that are Person, Place and Thing – An example is attached but please modify this list to the grade, subject and ability level.

• Three topics copied on different coloured paper

• Optional: Time Keeper with timer & time cards (numbers ½ - 10 and STOP)

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Next:

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Next:

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Debate 3 Four Corners Debate*

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Next:

This meeting is used for debating

performance. Teams which are scheduled to debate will perform today.

Or


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Four Corners Debate*

Duration: 45 minutes

Description: This activity introduces students to persuasion. By the end of the lesson, students are able to express their positions, as well as opposing arguments, on a particular issue.

Materials:

4 large pieces of paper with these words written on them: Strongly Agree, Somewhat Agree, Strongly Disagree, Somewhat Disagree

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Next:

This is an excellent opportunity for the

teacher to instruct on debate etiquette (ie. no put-downs, one speaker at a time, respect other viewpoints, etc.).

A team of judges consists of 4 students will assess the arguments from each corner.

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Next: Post the four pieces of paper in the four

corners of the classroom. Write a controversial topic on the board (for example: Schools should eliminate report cards). Have students move to the corner that best matches their position (Strongly Agree, Somewhat Agree, Strongly Disagree, Somewhat Disagree). If social cliques are a problem, have students write their choice on a card first in order to ensure honest reactions.

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Next: Each corner will have 2 minutes to discuss

and solidify their reasoning/logic. Each group selects a spokesperson to express the group's position. He/she has 30 seconds to express thoughts concisely and persuade their classmates. Other groups must listen intently. After the first corner presents, invite those who have been persuaded to move to the appropriate corner. Direct each group to present their group's position in turn. Allow students to move to the appropriate corners if they have changed their minds.

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or

Assisted Highlighting*

Debate 2

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Next :

This meeting is used for debating performance. Teams which are scheduled to debate will perform today.

Or


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Assisted Highlighting*

Description:

To teach the idea of “reading with a purpose” that characterizes research.

Materials:

• Short Article (related to debate or thematic study) provided.

• Highlighter (2 different colours - optional)

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Next:

Procedure:

Provide students with a short article (the shorter the better) on a topic which they will be debating. Move through the article, sentence by sentence, either individually or as a class, and discuss whether a particular idea, fact, or quotation would be useful for a debate. Teacher may decide to have the article on an LCD projector and identify which arguments and statements are worthy of highlighting.

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Next:

Students identify PRO arguments in one

colour highlighter and CON arguments in another highlighter. When students have identified specific claims which the research would support, they must be able to summarize that argument in one sentence (sometimes called a tag) orally and in written form. Teacher may elect to work through an article together as a class and then assign an article individually.

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Article “Cloned embryo renews human cloning ban debate” is provided in a form of word document under the name of

a. Student Handout 1 (for the students)

b. Teacher Handout 1 (for the teacher)

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The Drawbridge Conundrum

Debate 3

Or

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Or


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Inferences and Conclusion

Students practice developing their own reasons or arguments based on their infrence and conslusion about one situation. Students will read a short fiction entitled The Drawbridge Conundrum. After reading the fiction, students develop their case argument in a group of 4-5.

Present the result of their arguments to the class. A team of judge or the teacher will assess the quality of each argument.

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Next:

Using the list below, rank the characters from 1-6 in order of their responsibility for the death of the Baroness.

Th

e

Ba

ro

n The Baroness The Boatman The Friend The Lover The Madman

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The Drawbridge Conundrum

As he left for a visit to his outlying districts, the jealous Baron warned his pretty wife, “Do not leave the castle while I am gone, or I will punish you severely when I return!”

But as the hours passed, the young Baroness grew lonely, and despite her husband’s warning, decided to visit her lover who lived in the countryside nearby.

The castle was located on an island in a wide, fast-lowing river, with a drawbridge linking the island and the land at the narrowest point in the river.

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“Surely my husband will not return before dawn,” she thought, and ordered her servants to lower the drawbridge and leave it down until she returned.

After spending several pleasant hours with her lover, the Baroness returned to the drawbridge, only to find it blocked by a madman wildly waving a long and cruel knife.

next:

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“Do not attempt to cross the bridge, Baroness, or I will kill you,” he raved.

Fearing for her life, the Baroness returned to her lover and asked him to help.

“Our relationship is only a romantic one,” he said. “I will not help.”

next:

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next:

The Baroness then sought out a boatman on the river; explained her plight to him and asked him to take her across the river in his boat.

“I will do it, but only if you pay my

fee of five marks.” “But I have no

money with me,” the Baroness

protested.

“That is too bad. No money, no ride,” the boatman said flatly.

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Her fear growing, the Baroness ran crying to the home of a friend, and after again explaining the situation, begged for enough money to pay the boatman his fee.

“If you had not disobeyed your husband, this would not have happened,” the friend said. “I will give you no money.” With dawn approaching and her last resources exhausted, the Baroness returned to the bridge in desperation, attempted to cross to the castle, and was slain by the madman.

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Or

Impromptu Speech

Debate 4

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Impromptu Speech

Presentation Time: 1 to 3 minutes/student

Assignment: After choosing a topic, each student should give a short impromptu speech on the subject. Topics for impromptu speeches may be provided by the class. However, if preferred, you may cut out the following suggestions for topics, place them in a hat, and have each member draw one out for his or her speech.

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Impromptu speech topics

Life on Other Planets

A Memorable Movie

Favorite Day of the Year

Watermelon How to Improve School

Marshmallows

Pizza Favorite Actor The Best Way to Get Exercise

Most Memorable Character

Funniest Person Alive

How to Make Lots of Money

Coping with My Sibling(s)

Favorite TV Show

What Makes Me Really Mad

Most Memorable Day Favorite Sport If I Could Invent a Candy

First Day of School Bubble Gum How to Promote World Peace

Mistakes I’ve Made

Favorite

President

What Food I’m Best at

Cooking

News Story I’m Tired of

Elephants The Best Car to Own

A Memorable Book The Best Pet to Have

The Best City to Live In

#3085 Oral Communication and Presentations 16

©Teacher Created Materials, Inc.

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Debate 5

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Or

This meeting can also be used to review debating material.

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REFERENCES

Argument and research kit. http://www.urbandebate.org/research_resources.sh

Basic Debating Skills. http://www.actdu.org.au/archives/actein_site/basicskills.html

Freely,Austin J. and Steinberg, David L. 2009. Argumentation and Debate: Critical Thinking for Reasoned Decision Making 3rd ed. Boston : Wadsworth.

Phipps, Kelly, Eric Tucker and Will Tucker. Teaching Argumentation & Debate: An Educator’r Activities Manual. USA. National Association of Urban Debate Leagues. Available at: Http://www.urbandebate.org/coachanddebater_resources.shtml

SEDA (Saskatchewan Elocution and Debate Association. 2007. Debate Games and Activities Guide. Canada


http://www.urbandebate.org/coachanddebater_resources.shtml

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