Prepare a Debate Brief Or How to Play the Game Name:______Period____

Follow the Directions:

  1. State the proposition (topic). This is the change in the present system of programs, laws and politics or status quo.
  2. Divide your entire case (the reasons for adopting the resolution) into three parts.

Stock Issues

  • The changed is needed
  • The change is wanted
  • The change is beneficial

Note

  1. Need. This must show a need for the specific proposal you are offering (observations)
  2. Want. You must show that your proposal is practical. You must show that it will do what you say it will do. (plan)
  3. Beneficial. You must show that your proposal is desirable. Your plan must benefit the majority of people. List advantages and state: By adoption of this proposal…
  1. Define your terms. If you are arguing that compulsory military training should be established in the United States, you must tell what you mean by compulsory. Will anyone be excepted? What does military training mean? Does it refer to the infantry, the Air Force or technical school for Atomic specialists? In other words, state exactly what you are talking about.
  2. Summarize. Your information. Close by stating your belief in the proposal. The trick is to be persuasive. Even if you don’t believe in the side you’re arguing, you must convince the judges you do in order to win

Understand How Debate Speeches are Organized (Job List)

  1. Statement of the proposition
  2. Introduction
  1. Tell why the issue is important
  2. Give a short history of the issue
  3. Define controversial or vague terms
  4. State the main arguments
  1. List the arguments for the affirmative side. Common arguments are that the proposed change is needed, that the change is practical (wanted), that the change is desirable and that the advantages of making the change are greater than the disadvantages of making it.
  2. List the arguments for the negative side. Common arguments are that the proposed change is not needed, that the change is impractical, that the change is undesirable, that the disadvantages of making the change are greater than the advantages of making it, and that there are solutions better than those proposed by the affirmative side.
  1. Body
  1. State again each argument for the affirmative. After each argument list the specific evidence that supports it. Cite the source for each item of evidence.
  2. State again each argument for the negative. After each argument, list the specific evidence that supports it. Cite the source for each item of evidence.
  1. Conclusion
  1. Summarize the position and arguments of the affirmative side.
  2. Summarize the position and arguments of the negative side.

Debate Jobs Team #______

See learning goals and scales …. 100 Test Points Total

Team Member’s Names 4 MAX 3,or 5 with approval

______

______

Job 1 : Ms. Maye:______

Job #2: Introduction Affirmative:______Job # 3 Introduction Negative:______

Job # 4 (Everyone must take 1 chart or 5 full (Claim #, and three letters categories)

  1. Affirm N, W, B chart : ______
  2. Affirm N, W, B chart:______
  3. Negative N, W, B chart: ______
  4. Negative N, W, B chart: ______
  5. Affirm N, W, B chart : ______
  6. Extra ( if needed): ______

Job #5 Affirmative Concl. :______Job #6Negative Concl. ______

Extra person: Extra Intro or Conclusion ______-

Affirmative Needs Practice / Affirmative Wants Practice / Affirmative Benefits Practice
1a. Idea/Claim: : / 1a. Idea/Claim: : / 1a. Idea/Claim: :
1b. Proof: / 1b. Proof: / 1b. Proof:
1c. Cite Evidence: / 1c. Cite Evidence: / 1c. Cite Evidence:
Negative NeedsPractice / Negative WantsPractice / Negative BenefitsPractice
1a. Idea/Claim: : / 1a. Idea/Claim: : / 1a. Idea/Claim: :
1b. Proof: / 1b. Proof: / 1b. Proof:
1c. Cite Evidence: / 1c. Cite Evidence: / 1c. Cite Evidence:

Approved Sources ______

Grading Breakdown and Learning Goals and Scales

Criteria / 10 / 8 / 6 / 3 / Grade:
1. Organization & Clarity: Main arguments and responses are outlined in a clear and orderly way. / Completely clear and orderly presentation / Mostly clear and orderly in all parts / Clear in some parts but not overall / Unclear and disorganized throughout
2. Use of Argument: Reasons are given to support the resolution / Very strong and persuasive arguments given throughout / Many good arguments given, with only minor problems / Some decent arguments, but some significant problems / Few or no real arguments given, or all arguments given had significant problems
3. Use of cross-examination and rebuttal: Identification of weakness in counter claim’s team arguments and ability to defend itself against attack. / Excellent cross-exam and defense against other team’s objections / Good cross-exam and rebuttals, with only minor slip-ups / Decent cross-exam and/or rebuttals, but with some significant problems / Poor cross-exam or rebuttals, failure to point out problems in Negative team’s position or failure to defend itself against attack.
4. Presentation Style: Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case. / All style features were used convincingly / Most style features were used convincingly / Few style features were used convincingly / Very few style features were used, none of them convincingly

Extra 10 points for a scale score of six: In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. ______

Debate Presentation Total = ______50 points

Written Work Total = ______50 points

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught for full points. (25 for Intro/Conclusion … 25 for N, W, B chart)

100 total

Learning Goals

1 Write arguments to support claims with clear reasons and relevant evidence.

2. Draw evidence from literary or informational texts to support analysis, reflection, and research.

3. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Citation’s Cheat Sheets

Use Mr. Furman’s NHD format.

Book

Smith, Jane. Leadership and Women. Boston: Free Press, 1996. Print.

Newspaper Article

“Mardi Gras, Again.” Mobile Press Register 28 Feb. 2007: A5. Print.

Internet

Canterbury Tales Clearing House. 2006. Jones University. Web. 6 June 2007.

Interview

Interviewee Last, First M. “Interview Title.” Interview by First M. Last.Magazine Name,Month Date, Year.

Misc.

RD/Thesis Statement Affirmative: Affirmative: Aprende’s library selection should not be limited because ______, ______, and______. (Blanks = claims)

RD/Thesis Statement Negative: Negative: Aprende’s library selection should be limited because ______, ______, and______. (Blanks = claims)

Affirmative Needs
Claim / Negative Needs
Counter Claim
1. Claim:
Students won’t be able to get access to information they need. / 1. Claim:
Censorship keep kids safe.
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
2. Claim:
2nd item on your brainstorm list / 2. Claim:
2nd item on your brainstorm list
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
3. Claim:
3rditem on your brainstorm list / 3. Claim:
3rditem on your brainstorm list
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
4. Claim:
4thitem on your brainstorm list / 4. Claim:
4thitem on your brainstorm list
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
5. Claim:
5th item on your brainstorm list / 5. Claim:
5th item on your brainstorm list
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
Affirmative Wants
Claim / Negative Wants
Counter Claim
1. Claim:
Book talks on more appropriate books / 1. Claim:
Tradebook Committee: parents and teachers complete recommendation form
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
2. Claim:
Other ideas on what we can do besides what we already do…. ( parent conversations, rewards for good choices) / 2. Claim:
Board approves recommendation.
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
3. Claim:
Other ideas on what we can do besides what we already do…. ( parent conversations, rewards for good choices) / 3. Claim:
Genre sections in the library
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
4. Claim:
Other ideas on what we can do besides what we already do…. ( parent conversations, rewards for good choices) / 4. Claim:
Brisas has its own section
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
5. Claim:
Other ideas on what we can do besides what we already do…. ( parent conversations, rewards for good choices) / 5. Claim:
Notes on each students account
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
Affirmative Benefits
Claim / Negative Benefits
Counter Claim
1. Claim:
Who (stakeholder) benefits and why? / 1. Claim:
Who (stakeholder) benefits and why?
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
2. Claim:
Who (stakeholder) benefits and why? / 2. Claim:
Who (stakeholder) benefits and why?
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
3. Claim:
Who (stakeholder) benefits and why? / 3. Claim:
Who (stakeholder) benefits and why?
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
4. Claim:
Who (stakeholder) benefits and why? / 4. Claim:
Who (stakeholder) benefits and why?
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
5. Claim:
Who (stakeholder) benefits and why? / 5. Claim:
Who (stakeholder) benefits and why?
Proof:
Survey results, book quote, stakeholder quote, internet quote / Proof:
Survey results, book quote, stakeholder quote, internet quote
Cite Evidence:
Page 4 / Cite Evidence:
Page 4
Name: / Name:
Extra Affirmative / Extra Negative
1. Claim: / 1. Claim:
Proof: / Proof:
Cite Evidence: / Cite Evidence:
Name: / Name:
2. Claim: / 2. Claim:
Proof: / Proof:
Cite Evidence: / Cite Evidence:

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