Debate Format
Debate Central Website: http://debate.uvm.edu/
General Rules
During debates, speakers will have their nametags in front
of them as they speak, and will refer to all other speakers using their titles
– e.g.,
April 27th
One issue will be argued: Should we legalize the medical use of marijuana?
All class members are to be prepared to argue either side of the issue.
On April 27th, the class will be divided into 3 groups of 3 students and one group of 4. Members will rotate tables between debates, so they have new opponents each time.
There will be 3 roles within each 3-person debate and a “double judge” in the 4-person debate. Members of the group will switch roles so that each person has a chance to perform each role.
Affirmative – These people are charged with arguing in support of the question.
Negative – These people are charged with arguing against the question.
Judge – These people are charged with
evaluating the weight of the evidence presented by each side. They address
issues related to sources of information, omitted information, and statistics. They
may also introduce evidence not introduced by either side and show how it might
strengthen or weaken either side’s argument They are also charged with
evaluating the logic of the arguments presented by each side and identifying
differences in fundamental values. They identify fallacies in reasoning, rival
causes, and reasonableness of conclusions. They also identify values
assumptions and values conflicts.
.
There will be 4 roles within each debate. Members of the group will switch roles so that each person has a chance to perform each role.
Affirmative – This person is charged with arguing in support of the question.
Negative – This person is charged with arguing against the question.
Fact Judge – This person is charged with evaluating the weight of the evidence presented.
Logic/Values Judge – This person is charged with evaluating the logic of the arguments presented and identifying differences in fundamental values.
The sequence of speeches will proceed as follows, with a 1-minute break between speeches to give others time to make notes and prepare responses. All debates will take place in our classroom, and I will monitor the time so that all adhere to the time limits.
1. Affirmative: Define terms, provide overview of argument, and provide facts to support argument. (3 minutes)
1 minute silence
2. Negative: Define terms, provide overview of argument, provide facts to support argument, and identify errors in affirmative’s argument. (3 minutes)
1 minute silence
3. Affirmative: Respond to criticisms of negative speaker, identify errors in logic or facts of negative speaker, return to original argument, and show how it is still correct. (1 minute)
1 minute silence
4. Negative: Respond to criticisms of affirmative speaker, identify errors in logic or facts of affirmative speaker, return to original argument, and show how it is still correct. (1 minute)
1 minute silence
5. Judge: Identify which facts are unsupported by the evidence presented (or by evidence independently reviewed by the judge). Identify which conclusions are not logically supported and explain where there are differences in fundamental values. (3 minutes – split in rounds with two judges)
Debate 1 – 7:10 – 7:25
Debate 2 – 7:35 – 7:50
Debate 3 – 8:00 – 8:15
Break – 8:15 - 8:30
Debate 4 – 8:30 – 8:45
Debriefing – 9:15 – 9:30
Assignment to teams for May 1st– 9:30 – 9:45
May 4th
We will arrange our seats in a circle. I will pull a topic at random, and that will be our first topic, then, I will pull a name at random, and that person will have one minute to make an argument FOR the topic named. We will proceed with one minute breaks between arguments. Names will be called for each of the subsequent speeches: AGAINST, CRITICIZE 1st FOR, CRITICIZE 1st AGAINST, 2nd FOR, 2nd AGAINST, CRITICIZE 2nd FOR, CRITICIZE 2nd AGAINST
Then we will stop, I will pull another topic, and we will begin with the same format:
FOR, AGAINST, CRITICIZE 1st FOR, CRITICIZE 1st AGAINST, 2nd FOR, 2nd AGAINST, CRITICIZE 2nd FOR, CRITICIZE 2nd AGAINST
The 2nd FOR and 2nd AGAINST should strive to be consistent with the first speakers on their sides.
Topics:
Should parents be certified by a government agency before
being allowed to home school their children?
Are there more fatal accidents per driver aged 16-18 than
for other age groups?
Should there be term limits for all Congressional offices?
Does television news produce informed viewers?
Do students perform better academically when required to wear school uniforms?
May 11th
Topics and groups will be assigned on April 20th. Groups will be assigned topics on April 20th, but Affirmative/Negative roles will not be assigned until the beginning of the debate.
Topics:
Should restaurants be required to provide nutritional
information on their menus for all items? (Brown, Garewski,
Irons, Serignese)
Should the legal age for consuming alcohol be reduced to 18?
(Barone, Carey, Labonne, Shackford)
Does requiring a hands-free device reduce accidents? (Bessette, DeBrodt, Chaine, Roach, Rose)
There will be 3, ½-hour debates, with debaters facing the rest of the class as they present their arguments. There will be no prep time between speeches. Students not participating as debaters will vote on the outcome of the debates.
1. Affirmative Speech 1: Define terms, provide overview of argument, and provide facts to support argument. (8 minutes)
2. Negative Speech 1: Define terms, provide overview of argument, provide facts to support argument, and identify errors in affirmative’s argument. (8 minutes)
3. Affirmative Speech 2: Respond to criticisms of negative speaker, identify errors in logic or facts of negative speaker, return to original argument, and show how it is still correct. (7 minutes)
4. Negative Speech 2: Respond to criticisms of affirmative speaker, identify errors in logic or facts of affirmative speaker, return to original argument, and show how it is still correct. (7 minutes)
5. Judge for 5-member group: Provide an analysis of the strengths and weaknesses of each side. (8 minutes)