Honors English I

Classroom Debate

We will divide the class into four groups (approx. 8 per group).

Topic:

One can place a value on human life AND Human life is invaluable

(affirmative)(negative)

Each group must determine who will speak in which sections of the debate.

Purpose: Establish a statement of value over a given topic. Your group will be debating a given topic. As with any great debate, both sides will need to identify their positions and offer supporting facts for their positions. No great debate is without alternate perspectives (concessions), therefore, your group will need to plan for the opposing arguments/perspectives and then offer solid refutation of those points.

Implementation: Each group will have 1 minute to make an opening statement. After the opening statement, the affirmative will take the floor first to present their reasons for their position. The negative will then have an opportunity to question the affirmative side. The negative will then present their reasons, followed by questions from the affirmative. The affirmative will have a chance at rebuttal, followed by the negative. Finally both will have 1 minute to make a closing statement for their position.

Open / Affirm.
Construct. / Negative
Cross / Affirm.
Rebuttal / Negative
Construct. / Affirm.
Cross / Negative
Rebuttal / Closing Statements
1 min. each / 6 min. / 3 min. / 4 min. / 6 min / 3 min / 4 min / 1 min. each

Open is the Introduction; Construct is your statement of value and proof. Cross is a time to question and attempt to “trap” the other side in their construct. Rebuttal is a time to refute what the other side has said and offer clarification of your ideas. Closing is the time to reiterate your position and leave the audience with something to think about.

Process: Each group member should be taking notes about the points that are made by the opposing side. This way, points can be addressed during cross or rebuttal and we can speak to what was actually stated.

Judgment: The groups that are not presenting will be taking notes to be used for evaluation purposes. Each group will discuss at the end of the debate the following and award points on a scale of 0-5 with 0= not at all; 1= very poor; 2 = poor; 3 = mediocre/so so; 4 = good; 5 = best

  • Clarity of Position
  • Effective Cross
  • Rebuttals Offered
  • PROOF in Point

Scores will then be totaled and a winning side awarded the victory.

The Proof is in the Pudding. Personal opinions are really not helpful in a debate. Saying "we should not wear uniforms to school because they are stupid" doesn't prove anything. This is just an assertion on the part of the speaker. Debaters must also use good logic. Saying "every time the school competes in a tournament at Collinsville it rains, so we shouldn’t play in Collinsville" is not good logic. The rain and the tournament are not related.

Rules

  1. Speakers should not be interrupted during their speeches. The opposition may talk quietly to each other during the speeches.
  2. Each side has an equal amount of time to speak. A speaker does not have to use all of the time, but the judge may penalize a group for interrupting by awarding more time to the opposition.
  3. The speakers should not falsify information or lie to the audience.
  4. The speaker should argue point for point and stay on topic throughout the debate.
  5. No new information or evidence should be brought up in the rebuttals unless it is specifically being used to refute a claim or answer a clarifying question.

Selecting a Winning Side

Observers are to take notes during each portion of the debate. After concluding statements, please fill out the chart below to determine which side has won.

Great Debate Scoring. On a scale of 0-5, indicate which point value the side achieved with 0 being not at all and 5 being superior. Use the boxes to make any comments you feel necessary.

Affirmative / Negative
Clarity (moral/value)
x 1
Cross
x 1
Rebuttal
x 2
Proof
x 3
Total
/35 /

Overall Comments: